Innotechteachingcompetencystd29nov11150high 120330060901 Phpapp02 PDF

TEACHI
NGCOMPETENCY
St
andar
ds
I
NSOUTHEASTASI
ANCOUNTRI
ES
ELEVENCOUNTRYAUDI
T
SIREP
A SEAMEO INNOTECH
REGIONAL EDUCATION PROJECT SERIES
Teaching
Competency
Standards
in Southeast Asian Countries:

ELEVEN COUNTRY AUDIT
Philippine Copyright 2010

SEAMEO INNOTECH
ISBN 978-971-0487-40-0
All Rights Reserved.
No part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means without prior permission of
SEAMEO INNOTECH.
http://www.seameo-innotech.org
Contents
List of Figures and Tables
Acknowledgements
Acronyms and Abbreviations
Executive Summary
v
vii
viii
1
Part I: The Project at a Glance

Objectives
Research Questions
Methodology and Research Design
Scope and Limitations of the Study
Significance of the Study
6
7
8
8
10
10
Part II: Attributes of a Competent Teacher in Southeast Asia

1. The Context
Pedagogical Skills
Student Assessment Skills
Skills Essential to Effectively Manage a Classroom
Professional Development Skills
2. Other Teaching Competencies of Southeast Asian Teachers
Professional Ethics and Morality
Social and Human Dimension Competencies
11
11
12
15
17
19
21
21
21
Part III: Policies and Process for Developing Teaching Competency

Standards
1. Policies Supporting the Development of Teaching Competency Standards in
Southeast Asia
Brunei Darussalam
Cambodia
Indonesia
Lao PDR
Malaysia
Myanmar
Philippines
Singapore
Thailand
Timor-Leste
Vietnam
2. Process for Determining Teaching Competency Standards in
Southeast Asia
Brunei Darussalam
Cambodia
Indonesia
Lao PDR
Malaysia
Myanmar
Philippines
22
23
23
23
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24
24
25
25
25
26
26
27
27
28
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28
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30
iv
Singapore
Timor-Leste
Vietnam
3. Teaching Competency Standards Information Dissemination Approaches
30
30
30
31
Part IV: Assessment and Monitoring of Teaching Competency Standards in

Southeast Asian Countries
Brunei Darussalam
Cambodia
Indonesia
Lao PDR
Malaysia
Myanmar
Philippines
Singapore
Thailand
Timor-Leste
Vietnam
32
32
33
33
33
34
34
34
35
35
35
36
Part V:
Rewards and Incentives for Performing Teachers

Brunei
Cambodia
Indonesia
Lao PDR
Malaysia
Philippines
Singapore
Thailand
Timor-Leste
Vietnam
Part VI: Competency Framework of Southeast Asian Countries

Brunei Darussalam
Cambodia
Indonesia
Lao PDR
Malaysia
Myanmar
Philippines
Singapore
Thailand
Timor-Leste
Vietnam
Developing a Competency Framework for Southeast Asian Teachers of the 21st
Century
37
38
38
38
38
38
39
39
39
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40
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44
47
52
55
59
60
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68
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71
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Part VII: Summary, Conclusions, and Recommendations

Summary
Regional Domains on Strands of Teaching Competency Standards
Common Approaches in Developing Teaching Competency Standards
Phase I
Benchmarking with Developed Economies
Phase II
Creating a Team/Technical Working Group/Pool of
Experts at the Ministry Level
Phase III Pilot Testing of the First Draft
Phase IV Rollout and Full Implementation of National Teaching
Competency Standards
Phase V
Monitoring and Reviews
Competency Framework for Southeast Asian Teachers of the 21st Century
Conclusions and Recommendations
74
74
75
78
78
Bibliography
Annex A: Survey Instrument
Annex B: Finalized Competency Framework for Southeast Asian Teachers of the
21st Century
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85
78
78
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79
80
91
List of Figures and Tables

Figures
Figure 1 Research Framework
Figure 2 Major Strands of Teaching Competency Standards in Southeast Asia
9
76
Tables
Table 1 Pedagogical Skills of a Competent Southeast Asian Teacher
Table 2 Student Performance Assessment Skills that Southeast Asian Teachers
Should Possess
Table 3 Classroom Management Skills Competent Southeast Asian Teachers
Should Possess
Table 4 Professional Development Skills Competent Southeast Asian Teachers
Should Possess
Table 5 Processes Used to Implement Teaching Competency Standards
Table 6 Teaching Competency Standards Information Dissemination Methods
Table 7 Teacher Rewards and Incentives
Table 8 Major Strands/Domains of Teaching Competency Standards in
Southeast Asia
13
16
18
20
27
31
37
77
Foreword
It has been extolled time and again that teaching is a noble profession. Equally
recognized is the observation that teaching as a profession is a highly complex
activity which benefits from ongoing reflection and continuous refinement. The
tasks of continually looking within and improving oneself are the imperatives placed
upon the teaching profession. This is so because, as the growing body of research
has revealed, teacher quality is the most significant school-related influence on a
childs academic performance, and classroom teachers more than class size and
previous student achievement are the single most important factor that adds
value to student learning.
Having a quality teacher in every classroom is a goal all Ministries of Education
aspire to attain. But we need to be more explicit about what teachers know and do,
about what teachers need to know, and how well they need to perform in order to
become more effective. The existence of teaching competency standards represents
an agreed definition for quality teaching.
Such competency standards have been developed, implemented and monitored in
different parts of Southeast Asia. These standards were based on the respective
contexts of the individual countries. But as the study by the Southeast Asian
Ministers of Education Organization Regional Center for Educational Innovation
and Technology (SEAMEO INNOTECH) has indicated the findings of which are
described in the subsequent pages of this book concurrences and overlaps abound
as well. This is because, at the simplest level, competent teachers do display common
attitudes and behaviors. But more importantly, these regional congruities signify the
different countries intention to work towards the harmonization, complementation
and benchmarking in the area of capacity-building, teacher exchange and lifelong
learning.
The SEAMEO INNOTECH Competency Framework for Southeast Asian Teachers
of the 21st Century that has resulted from this study is also one testament that the
desire to develop and improve teacher quality in the region is as strong, if not more
so, as it has ever been. We are optimistic that more spaces and opportunities will
arise for the continued advocacy and re-conceptualization of quality teaching in our
midst. Since quality teaching advances our students achievements and success, it
behooves our educational community and other stakeholders to continually define
and refine our understanding of what an effective Southeast Asian teacher in the
21st century and beyond should be, and how we can bring our teachers to this ideal
standard.
Ramon C. Bacani
Director
SEAMEO INNOTECH
Teaching Competency Standards in Southeast Asian Countries: Eleven Country Audit
Acknowledgments
This report was made possible by the generous contributions of ministry officials,
teacher education experts, and researchers from Southeast Asia. The experts names
and the country they represent are listed below.
Brunei Darussalam
Habibah BTE Sion

Saliha Ladi
Sinah Sisa
Zainalanidin Kepli
Cambodia
Neou Sun
Indonesia
Maria Widiani
Baedhoni dan Hartoyo
Lao PDR
Daravone Kittiphanh
Malaysia
Zaida Mustafa
Myanmar
Daw Myint Myint
Philippines
Beatriz G. Torno
Amor Q. de Torres
Singapore
Ma. Christine P. Tambyah
Thailand
Sangob Intaramanee
Timor-Leste
Cidalio Leite
Vietnam
Phuong Thanh My
We hope that this report will be useful to dedicated teacher educators and will
be a great help to the countries that are still preparing their national teaching
competency standards.
vii
viii
Acronyms and Abbreviations

ALS
Alternative Learning System
ASEAN
Association of Southeast Asian Nations
CHED
Commission on Higher Education
CSC
Civil Service Commission
DEB
District Education Bureau
DepED
Department of Education
DEPT
Department of Educational Planning and

Training
DOP
Department of Personnel
DTE
Department of Teacher Education
EDMP
Educational Development Master Plan
EPMS
Enhanced Performance Management System
ICT
Information and Communication Technology
IPPD
Individual Plan for Professional Development
IT
Information Technology
LET
Licensure Examination for Teachers
LGU
Local Government Unit
MOE
Ministry of Education
MOET
Ministry of Education and Training
MoEYS
Ministry of Education, Youth, and Sports
MONE
Ministry of National Education
MQA
Malaysian Qualifications Agency
NCBTS
National Competency-Based Teacher Standards
NCTC
National Charter of Teacher Competencies
NESB
National Education Standards Board
PDR
Peoples Democratic Republic
PRC
Professional Regulation Commission
RSU
Research Studies Unit
SEAMEO
Southeast Asian Ministers of Education

Organization
SEAMEO INNOTECH

Organization Regional Center for Educational
Innovation and Technology
SEAMEO RIHED

Organization Regional Centre for Higher
Education and Development
SIREP
SEAMEO INNOTECH Regional Education

Program
SPN21
New Education System of the Twenty-First

Century
TDA
Training and Development Agency
TEC
Teacher Education Council
TED
Teacher Education Division
TEDP
Teacher Education and Development Program
TEI
Teacher Education Institution
TESAP
Teacher Education Strategy, 20062015 and

Action Plan, 20062010
TIP
Teacher Induction Program
TSNA
Teacher Strengths and Needs Assessment
UN
United Nations
UNDP
United Nations Development Programme
UNESCO
United Nations Educational, Scientific, and

Cultural Organization
UNICEF
United Nations Childrens Fund
ix
ExEcutivE Summary
his report focuses on the status of development, implementation, and

monitoring of teaching competency standards in Southeast Asian
countries. The development of teaching standards has been a growing
feature of the global education agenda since the inception of the Dakar Framework
during the World Education Forum held in Dakar, Senegal, on 26-28 April 2000
to provide quality education that will give learners the opportunities for effective
participation in the societies and economies of the twenty-first century.
Southeast Asian countries have actively participated in the global agenda in
pursuit of international development goals. But in the last few years, concern for
harmonization of standards appears to have grown significantly, with the potential
to facilitate regional educational development goals and systems improvement in
the region.
In this regard, eleven member countries of the Southeast Asian Ministers of
Education Organization (SEAMEO) were invited to take stock of their teaching
competency standards, policies, capacity building programs, implementation, and
monitoring and evaluation activities. The study explores commonalities in teaching
competency standards across the region that will support active and vigorous
regional complementation on capacity building, teacher exchange, and lifelong
learning.
The report emphasizes the present trends among SEAMEO member countries
in terms of the development of national teaching competency standards. This
research study also entailed an assessment of the process for developing teaching
standards and how their full implementation can be achieved.
Key Findings
The following are the main findings of the study:
1. Domains or Strands of Teaching Competency Standards in Southeast Asia
The research resulted in the identification of common domains of teaching
competency standards for Southeast Asia, namely:

Professional knowledge refers to the mastery of content and methodology for

teaching
Professional skills refers to pedagogies, classroom management, and learner

assessment
Personal characteristics refers to personal traits such as being responsible,

punctual, etc.
Professional/Personal ethical standards and values refers to sound and ethical

standards of ethics and morality resulting in teachers being good role models
in the school and the community
Professional development and lifelong learning refers to the professional

development and lifelong learning undertaken by teachers such as participation
in professional teacher organizations and activities, and other elements that
demonstrate a desire to enhance the teaching profession, etc.
2. Common Approaches in Developing the National Teaching Competency

Standards
The study identified common approaches in developing national teaching
competency standards. The following phases were observed and noted.
Phase I Benchmarking with Developed Economies Countries in the region
typically start their development of teaching competency standards by conducting
reviews of best practices from different countries, particularly those with developed
economies. Some engaged foreign consultants to provide advice and technical
inputs.
Phase II Creating a Team/Technical Working Group/Pool of Experts at the
Ministry Level A team is often designated to lead the development of teaching
competency standards and tasked with drafting performance standards and
developing a teaching competency standards framework. Some countries sought the
help of experts from developed economies. The bases for their standards are often
their national education laws and codes of professional practices, supplemented by
technical inputs from teacher education experts.
Phase III Pilot Testing of the First Draft Almost all the countries underwent
a pilot test of the first drafts of their teaching competency standards. These drafts
were presented to several stakeholders and subjected to a series of review processes.
Qualitative procedures such as focus group discussions, interviews, and extensive
consultations or public hearing activities were also held.
Phase IV Rollout and Full Implementation of National Teaching Competency
Standards Six countries in Southeast Asia have already rolled out their national
teaching competency standards. The remaining five are still in phase III of the
implementation framework. Teachers were given guides, manuals, and compact
discs to better understand their countrys teaching competency standards.
Phase V Monitoring and Assessment Some of the countries that were already
implementing teaching competency standards conduct audits, assessment, and
monitoring activities using various observation techniques, survey instruments, and
consultation meetings. Most countries link teaching competency standards with
rewards for good performance and provide teacher training for those who need to
enhance their competence. Teachers utilize their own improvement plans where
areas for capacity building are noted. Summaries of the training programs teachers
need based on the competency standards are then compiled, collected, reported,
and allocated appropriate budgets.
3. Competency Framework for Southeast Asian Teachers of the 21st Century
The results of the Teaching Competency Survey used in this research study
provided support for the development of a SEAMEO INNOTECH Competency
Framework for Southeast Asian Teachers of the 21st Century. The outcome of the
study resulted in the development of a set of common core teacher competency
standards for SEAMEO countries. These were translated into a competency
framework composed of a list of general and enabling competencies that Southeast
Asian teachers would need to master to be effective in the 21st century. This SEA
Competency Framework for Teachers of the 21st Century will serve as a guide in
identifying the instructional design of capacity-building strategies of SEAMEO
INNOTECH for face-to-face training programs and flexible learning courseware
development.
The general area competencies of Southeast Asian teachers in the 21st century
identified by a team of Southeast Asian experts through a Modified DACUM
Workshop process are as follows:
1. Facilitating the development of learners life and career skills
2. Creating a conducive learning environment
3. Facilitating learning
4. Preparing appropriate lesson plans in line with the school vision and mission
5. Developing higher order thinking skills (HOTS)
6. Developing and utilizing teaching and learning resources

7. Enhancing ethical and moral values
8. Assessing and evaluating learner performance
9. Engaging in professional development
10. Networking with stakeholders especially with parents
11. Managing students welfare and other tasks
This final list of competencies of teachers in Southeast Asian countries was
validated by the 11 SEAMEO member countries and led to the Final Competency
Framework for Southeast Asian Teachers of the 21st Century found in Annex B.
Gaps and Issues

The main gaps and issues for policy action identified by the study are
summarized below:

One crucial gap is the absence of nationally recognized teaching standards in

many countries in the region. About half of the countries in the region are
currently engaged in the development of teaching standards, while half are
well on their way to implementing the national teaching standards. SEAMEO
is well positioned to take the lead in providing a platform for facilitating
collaboration between and among countries to develop, implement, and
improve the monitoring and evaluation of teaching standards.
The experience of many countries with teaching standards has yet to be

fully documented and it is difficult to assess the extent to which national
teaching competency standards have been fully developed, implemented, and
institutionalized in the region. The Southeast Asian countries must assess
the lessons learned and the challenges they faced in developing the national
teaching standards, and give more policy attention to the gaps identified.
Other countries can gain insights from the lessons learned to guide them in
the planning, development, implementation, and monitoring and evaluation of
their own national teaching standards.
Relatively little is known about the overall impact of national teaching standards
on educational performance of students, particularly performance in national
achievement tests or exit examinations. Research and evaluation are required
to highlight correlations of teaching standards and good practices with student
achievement and student learning outcomes.
The issue of how best to develop teaching standards has been a concern for
many countries. Some would like to benchmark with developed countries
to expedite the development and adoption of national competency-based
teaching standards. The various policies and models of completed national
teaching standards will support more effective approaches in other countries in
the region by way of benchmarking and complementation of efforts.
The identified regional core teaching competency areas in the study are an
important milestone in this study. There is a need for countries to support
regional competencies of Southeast Asian School Teachers as developed by
SEAMEO INNOTECH from the findings of this study and other succeeding
validation workshops.
Recommendations
Although the study has identified a set of common teaching competency
standards for Southeast Asian teachers, the performance indicators and measures
of verification for each of the general and enabling competencies have yet to be
fleshed out. This could be the focus of a future SEAMEO INNOTECH SIREP
research project. Moreover, the follow-up studies below are recommended.

Recommendation 1 Development of comparative statistical profiles

of Southeast Asian teachers, which include teachers education profiles,
workloads, hours, class sizes, employment conditions, capacity-building
activities, professional development activities, and participation in school- and
community-level concerns
Recommendation 2 A survey of qualifications in the region focusing on

tertiary qualifications, pre-service requirements, and professional training and
other requirements used in assessing teachers
Recommendation 3 Future SIREP researches should come up with the

demographic composition of teaching forces across the region, looking further
at the match between pre-service and in-service requirements, as well as the
teaching salary expenditure per student.
Recommendation 4 A policy review of teacher professional development

strategies in the region, with emphasis on areas of collaboration and identifying
the strengths of countries in terms of offering capacity development programs.
Recommendation 5 Within SEAMEO, there is a need to institutionalize

the conduct of study visits, benchmarking missions, and secondment programs
for MOE personnel related to National Teacher Competency Standards. This
will help MOEs to further enhance their capacity to develop and implement
their teaching competency standards.
Recommendation 6 A teacher competency profiling study to determine the

level of alignment of teachers in Southeast Asia with the competencies of the
SEAMEO INNOTECH SEA Competency Framework for Teachers of the
21st Century. The study should seek to identify key competency gaps among
existing Southeast Asian teachers and recommend strategies on how these gaps
might be addressed.
Part I
The Project at a Glance
In 2008, the Southeast Asian Ministers of Education Organization Regional

Center for Educational Innovation and Technology (SEAMEO INNOTECH)
launched an educational program to conduct regional research and development
activities known as the SEAMEO INNOTECH Regional Evaluation Program
(SIREP). The research agenda under SIREP focus on conducting research in the
following areas:

Educational leadership and management, specifically capacity building to

support decentralized education
Educational policy focusing on teacher professional development and

educational governance
Equitable access to education focusing on technology-based innovations such

as the introduction of flexible ALS
Educational partnerships specifically strengthening technology transfer

possibilities with national partner institutions to maximize the regional
outreach of the Centers training program interventions
One of the Centers SIREP projects for fiscal year 2009-2010 is a research
project focusing on a survey of teaching competency standards in the region,
paying particular attention to systems of developing, implementing, assessing, and
monitoring the standards in order to provide transformative teacher professional
development in Southeast Asian countries in the context of an increasingly
decentralized educational management system.
The research intends to provide regional trends and best practices on
developing teacher competency standards. SEAMEO INNOTECH engaged
selected Southeast Asian teacher education experts to conduct their own inventory
of teaching competency standards in their own countries. The survey instrument
was circulated to the 11 Southeast Asian member countries in the first quarter of
2009 and was brought for validation in a Regional Experts Meeting on Teaching
Competency Standards.
The Experts Meeting held at SEAMEO INNOTECH from March 16-17,
2009 offered a platform for discussing the elements and units of competencies that
define teaching competency standards in Southeast Asian countries. The meeting
discussed the characteristics of a competent teacher in Southeast Asia. There was
also sharing of prevailing policies and practices in teaching competency standards
development, monitoring and assessment, and current systems for rewards and
recognition, which led to the identification of the core criteria used in defining
teaching competency standards.
The output of the Experts Meeting and the results of the survey were synthesized
by the SEAMEO INNOTECH Research Studies team, with additional inputs
from a review of available literature and related secondary sources. A draft report
was sent to selected experts for peer review. Suggestions for refinement from this
peer review process were incorporated in the final report.
Objectives
Improvements in teaching and learning have always been at the forefront of
educational agenda all over the world. Researches, forums, and teacher education
summits abound to track the performance of education systems and determine
the competencies of teachers as well as school heads in the different regions of the
world.
This SIREP research study explored the current sets of teaching competencies
in Southeast Asian countries. It investigated how Southeast Asian countries
developed teaching standards to achieve quality education. The project thus far
provided a landscape of teaching competencies throughout the region. The intention
is to assist the other member states in benchmarking and developing their own
teaching competency standards.
Research Questions
The study aims to answer the following questions:
1. What are the attributes of a competent teacher in the eleven Southeast Asian
member countries of SEAMEO?
2. How were the teaching competencies determined in Southeast Asian countries?
What units of elements are present in the existing teaching competency
standards?
3. What policies supporting teaching competency standards are present in the
member countries?
4. How are the teaching competency standards developed, monitored, and
assessed?
5. What common competency standards framework
developed?
for teachers may be
6. What recommendations could be developed to improve the development of

teaching competency standards?
Methodology and Research Design

The primary data was collected by distributing survey questionnaires to research
experts in eleven (11) Southeast Asian countries. The Survey on Teaching Standards
in Southeast Asian Countries (See Annex A) covered elements of teaching
competence, process for developing teaching competency standards, presence of
policy support for teaching competency standards, manner of implementation of
teaching competency standards, and monitoring and assessment of competencybased teaching standards.
Data collection for the study took place in the first quarter of 2009. The survey
forms were distributed to the experts from Southeast Asia via e-mail. A follow-up
e-mail was made to monitor the progress of the survey.
To validate the teaching competency standards, their units of elements, and
how these standards were implemented, assessed and monitored, a regional experts
meeting was convened from March 16-17, 2009. This meeting was followed by
a Developing a Curriculum (DACUM) workshop to further identify the units
of elements that made up the common teaching standards in Southeast Asian
countries.
The study used a validation technique through an experts meeting and the
report was subjected to peer review. Figure 1 shows the stages of data-gathering
phases in the study.
Figure 1. Research Framework
Phase 2
Phase 1
Meta Analysis of Teaching Standards
What is a competent teacher?
How are the competencies of teachers determined?
What elements are present in the existing Teaching
Competency Standards in the 21st century?
Survey of Teaching
Standards in Southeast
Asian Countries
(STSSAC)
What teaching competency standards policies and

programs are currently being implemented in the
region?
How are the teaching standards monitored and
assessed?
Research Workshop
to stimulate further
qualitative probing on
research questions
Phase 3
Peer Review and Synthesis
Source: Research Studies Unit, SEAMEO INNOTECH, 2009

The research included a survey of 11 Southeast Asian countriesB runei
Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines,
Singapore, Thailand, Timor-Leste, and Vietnam.
Data gathering was facilitated through secondary data analysis, interactions
with relevant bodies, mainly ministries of education of Southeast Asian countries,
teacher professional bodies, and identified experts in teacher education through a
two-day experts meeting. The interactions with relevant bodies and experts were
conducted through the use of a questionnaire and the conduct of a consultative
workshop held in the Philippines on March 1617, 2009.
Triangulation through converging quantitative and qualitative methods was
utilized to check elements and dimensions of teaching standards found in the
regional survey and research workshop. A review of previous meta-analysis on
teaching effectiveness, teaching standards, and teaching competencies was useful in
framing the survey questionnaire and the design of the workshop procedures. The
triangulation technique provided an insightful examination of teaching standards
in the 11 Southeast Asian countries.
Finalization of the Competency Framework for Southeast Asian Teachers of
the 21st Century was done through a succeeding three-day DACUM workshop
convened by the Solutions Development Unit (SDU) of SEAMEO INNOTECH,
and through a series of regional validation activities and workshops.
10
The outputs of the various activities and workshops were synthesized by the
SEAMEO INNOTECH Research Studies team with additional inputs from a
review of literature and related secondary sources and peer review by a selected
panel of experts.
Scope and Limitations of the Study

This study examined, compared, and analyzed teaching competency standards
across the region with regard to their development process, their units of elements,
and how these standards are being implemented and monitored. Although the
eleven member countries participated in the survey, the outcomes of the survey
covered teaching competency standards in only five (5) countries in the region,
namely, the Philippines, Indonesia, Cambodia, Thailand and Vietnam. Other
countries are still in the process of developing teaching competency standards.
Significance of the Study

This study pursued a review of literature mainly on the meta-analysis of research
on teaching standards in order to determine the competencies that are required of
a Southeast Asian teacher in the 21st century. It presents a range of competencies
and their detailed units of elements that will help Southeast Asian teachers become
aware of, understand, and apply these competencies in their classrooms. Far more
important is the use of the teaching competency standards by Southeast Asian
countries who are still preparing the teaching competencies and the units of
elements. Countries that are still in the process of designing teaching standards can
also use the recommendations contained in this report.
Part II
Attributes of a Competent Teacher in
Southeast Asia
The Context
The eleven Southeast Asian member countries of SEAMEO pursue the goals
of the Dakar Framework on Education for All aimed at increasing the quality of
teaching and learning for better educational outcomes.
As a background, schooling in all of these eleven countries is organized across
three main levels primary, secondary, and higher education. In addition, early
childhood education is provided in most countries often operated by private
organizations. The typical length of primary schooling is six years. Southeast Asian
secondary education is usually divided into two three-year levels (lower and upper
secondary). A wide variety of postsecondary institutions offer academic, technical,
and vocational specializations.
The countries also show keen support for nonformal education, which caters
to the literacy needs of out-of-school youth and adult populations. Most of the
Southeast Asian nations are committed to compulsory basic education, typically for
six years and going up to as high as nine years in the case of Thailand and Vietnam.
11
12
In each country, a central ministry of education sets schooling structures

and curriculum requirements, with some responsibilities for school supervision,
curriculum, and financial management often delegated to provincial and local
education authorities.
Government-sponsored educational research bureaus have been established
since the 1950s in an effort to make the countries more self-reliant in fashioning
education to their needs. Regional cooperation in addressing educational problems
was furthered by membership in such alliances as the Southeast Asian Ministers
of Education Organization (SEAMEO) as well as the Association of Southeast
Asian Nations (ASEAN).
Problems which most Southeast Asian education systems continue to face relate
to maintaining educational quality, reducing school dropout, providing enough
school buildings and other educational inputs, and enhancing the qualifications of
teachers to serve rapidly expanding numbers of school children.
The region needs to determine regional standards of education towards the
fulfillment of the EFA goal of expanded quality learning opportunities for every
child, youth, and adult. Standards do not just prescribe current practice, they define
what the teacher should know and be able to do in the light of research and best
practices. Standards clarify what teachers should get better at over the long term.
In so doing, they help describe the trajectories of teacher professional development.
Standards manifest the idea that good teaching is something a person learns how
to do over time (Ingvarson, 2000).
In the pursuit of quality education for all, much more work needs to be done.
More parents are demanding that their children be taught by well-prepared,
competent and qualified teachers. More business leaders are demanding that schools
invest in teacher development, just as they invest in their own employees. More
policymakers are making quality teaching and the recruitment of well-prepared
teachers their number one education priority.
This study looked into the major characteristics that define a competent teacher
in Southeast Asia. Four attributes were circulated for validation of Southeast Asian
countries in a SEAMEO INNOTECH survey.
The four attributes relate to: 1) pedagogical skills, 2) student performance
assessment skills, 3) classroom management skills, and 4) professional development
skills.
Pedagogical Skills
The kind of pedagogy needed to help students critically think, create, and solve
complex problems as well as master ambitious subject matter content is becoming
increasingly demanding. Teachers are being asked to achieve these goals for all
children, not just the 10% or 20% who traditionally belong to the gifted and
talented or honors programs. Only very knowledgeable and skillful teachers who
can appropriately respond to students needs can enable diverse learners to succeed
in terms of much more challenging learning goals.
Table 1 presents the summary of pedagogical competencies in the eleven
countries of Southeast Asia based on the survey conducted by SEAMEO
INNOTECH in the first quarter of 2009.
Table 1. Pedagogical Skills of a Competent Southeast Asian Teacher
Competence
BR
CA
IN
LA
MA
MY
PH
SI
TH
TL
VI
Selects/states
long-term goals and
short-term measurable objectives based
on a prescribed
national and/or school
curriculum
Uses creative and

innovative instructional strategies that
are appropriate to a
lessons objectives
and students abilities,
interests, and learning
styles
Selects and uses

appropriate resources
and available technologies when teaching to suit students
abilities, interests, and
learning styles
States the objectives

of lessons and skills
that the students need
to master in relation
to past and future
lessons
- -
Gives concise but

clear directions for
students to follow
Explains concepts,
terms, vocabulary,
and principles related
to lessons clearly and
provides examples
when necessary
13
14
Based on the SIREP Teaching Competency Standards survey, the pedagogical

skills of a competent teacher in all of Southeast Asia include the following:

Selects/states long-term goals and short-term measurable objectives based on

a prescribed national and/or school curriculum
Uses creative and innovative instructional strategies that are appropriate to a

lessons objectives and students abilities, interests, and learning styles
Selects and uses appropriate resources and available technologies when teaching
to suit students abilities, interests, and learning styles
The survey further reveals that the following pedagogical skill is not found in
Lao PDR and Malaysia:

States the objectives of lessons and skills that the students need to master in
relation to past and future lessons
Finally, the following competencies are not found in the Teaching Competency
Standards of Lao PDR:

Gives concise but clear directions for students to follow
Explains concepts, terms, vocabulary, and principles related to lessons clearly

and provides examples when necessary
Clearly, pedagogical skills are a substantial component of teaching competency

in the Southeast Asian region. This is in support of the findings of Bruett (2007)
that every child needs twenty-first century skills to succeed in learning and life.
Teacher education leaders need to strategically think about implementing twentyfirst century pedagogical skills into learning and work long-term to create an
educational system that better prepares todays students for tomorrows workplace.
Apart from the pedagogical skills listed above, the Southeast Asian experts
recommended additional pedagogical competencies, as follows:

Provides guided practice as necessary and reviews at appropriate time intervals
Uses up-to-date lessons
Sets learning objectives and outcomes that match the students real-life
situations
Sequentially and attractively teaches lessons while taking account of students

learning
Provides students with learning opportunities during and outside school hours
Uses the appropriate medium of instruction
Encourages self-study
Demonstrates understanding of the educational context of the classroom and

the school community
Assesses students learning outcomes
The two-day workshop also resulted in the following additional pedagogical

skills that should be added in the Southeast Asian Teaching Competency Standards
Framework:

Knows the content of his/her subject matter
Knows his/her students
Knows how his/her students learn and how to effectively teach them
Prepares clear and effective lesson plans and learning programs based on
textbooks, manuals, and other learning materials
The additional pedagogical skills as suggested by the Southeast Asian experts

reflect current research and modern contexts. These were considered by SEAMEO
INNOTECH in the development of the Competency Framework for Southeast
Asian Teachers of the 21st Century and were subjected to validation by the 11
SEAMEO Ministries of Education.
Student Assessment Skills

Student assessment is pervasive in schools, yet only a few educational
professionals have substantive competencies to undertake learner assessment.
Teachers should have the skills to measure student outcomes using different
approaches and methods.
It is extremely important that there be feedback from students to the teacher
regarding the degree to which the above-mentioned learning outcomes have been
achieved. This feedback enables the teacher to make important changes in teaching
and learning methods. Through this feedback process, teachers begin to realize that
all methods of learning are not equally effective. The skill of the teacher to assess
students performance can dictate important instructional changes.
The SIREP Survey on Teaching Standards has surveyed areas of competencies
for the assessment of students. The list of competencies for student performance
assessment skills is summarized in Table 2.
It can be gleaned from the study that all countries in Southeast Asia measure
student progress systematically using a variety of appropriate assessment methods
and instruments as an important teaching competency. Table 2 also reveals that
Lao PDR and Myanmar did not specifically include in their teaching competency
standards the use of assessment results to determine if objectives were met and if
re-teaching is necessary, while Lao PDR and Malaysia did not include in their
15
16
teaching competencies the skills of providing feedback about student performance

and making specific recommendations for improvement.
Apart from the student performance assessment skills identified in Table 2, the
SIREP respondents also added the following student assessment competencies:

Assesses students progress in relation to the basic learning competencies

identified in the national curriculum
Systematically records students achievements
Makes use of authentic assessment forms
Formulates appropriate assessment questions for examinations given upon

completing grades 6, 9, and 12
Provides timely feedback
Table 2. Student Performance Assessment Skills that Southeast Asian Teachers

Should Possess
Competency
BR
CA
IN
Checks students
understanding, processes, and products
by asking comprehension questions and
requiring practical
application of skills
Measures students
progress systematically using a variety of
appropriate assessment methods and
instruments
Provides feedback
about students
performance and
making specific
recommendations for
improvement
Uses assessment
results to determine if
objectives were met
and/or if re-teaching is
necessary
LA
MY
PH
SI
TH
TI
VI
- -
- -
MA

It can be gleaned that teachers in the Southeast Asian countries should have
the ability to systematically measure and give feedback on students progress
using a variety of appropriate assessment methods and instruments. Regarding
student performance assessment, competent teachers are expected to possess the
competencies to assess the learners progress in learning.
Skills Essential to Effectively Manage a

Classroom
Classroom management is a term used by teachers to describe the process of
ensuring that classroom lessons run smoothly despite disruptive student behavior.
The term also implies preventing disruptive behavior. This is possibly the most
difficult aspect of teaching for many teachers. Indeed, experiencing problems in
this area causes some to leave teaching altogether.
Classroom management is closely linked with issues of motivation, discipline,
and respect. Methodologies of classroom management remain a matter of passionate
debate among teachers. Approaches vary, depending on the beliefs a teacher holds
regarding educational psychology. A large part of traditional classroom management
involves behavior modification, although many teachers see the use of behavioral
approaches alone as overly simplistic. Many teachers establish rules and procedures
at the beginning of the school year. They also try to be consistent in enforcing these
rules and procedures.
In Southeast Asia, classroom management skills have been identified and listed
by experts in Table 3.
Table 3 reveals that there is only one common teaching competency on
classroom management that can be found in all eleven countries of Southeast Asia
and this refers to demonstrates respect and consideration for all students and
provides constructive criticism when necessary.
Except for Indonesia, all Southeast Asian countries have identified maintaining
a physical environment conducive to learning within the limitations of available
facilities as a competency.
Except for Thailand and Timor-Leste, all Southeast Asian countries considered
this as a teaching competency: Beginning instruction and completing noninstructional duties with minimal loss of instruction time.
Lao PDR and Malaysia do not include in their competency standards
encouraging active and equitable student participation by varying roles in the
instructional process (facilitator, coach, or audience) in relation to the content and
purpose of instruction.
The classroom management competency of establishing and maintaining
timelines for task completion and standards for consistency, correctness, neatness,
and form is not found in countries such as Lao PDR, Malaysia, and Thailand.
17
18
Table 3. Classroom Management Skills Competent Southeast Asian Teachers

Should Possess
Competency
BR
CA
IN
LA
MA
MY
PH
SI
Promptly begins
instruction and
completes noninstructional duties
with minimal loss of
instruction time
- -
Efficiently manages
student behavior by
ensuring that students
cooperatively obey
classroom rules and
procedures
Encourages active
and ensures equitable
student participation
by varying roles in the
instructional process
- -
Establishes and
maintains timelines
for task completion
- -
Demonstrates respect
and consideration for
all students
Maintains a physical
environment conducive to learning
Communicates
clearly, correctly, and
coherently
TH
TL
VI

Apart from the above-mentioned classroom management skills shown in the table,
the respondents also added important classroom management competencies such
as the following:

Infuses in students the value of respect and honesty
Demonstrates the capability to manage multigrade classes
Encourages less-able students to participate in class
Utilizes a seat plan that will allow more advanced students to interact with
their less-able counterparts
Some key competencies on classroom management that need to be explored

are the ability to teach expectations, the ability to get and keep students on task,
the ability to maintain a high rate of positive teacher-to-pupil interactions, the
ability to respond non-coercively to inappropriate behavior that is consequential,
the ability to maintain a high rate of risk-free student response opportunities, the
ability to address behavior problems that students have in the primary learning
environment, and the ability to scientifically manage behavior. These should be
explored in future researches on classroom management.
The two-day workshop also revealed the need to add the following classroom
management skills:

Encourages student interaction
Ensures that students have a significant degree of control over their own
learning
Supports learning using group work and investigation
Supports students with special education needs
Encourages students to be creative
Provides basic counseling to his/her students
Communicates using a variety of languages
Demonstrates problem-solving, time management, presentation, informationseeking, and basic computing skills
Professional Development Skills

Educators are confronted with the twenty-first century call to confront broad
pressures that are now shaping the childrens future. Students around the world
are increasingly facing assessments that measure twenty-first century skills. Todays
teachers need to be better equipped and supported to address this growing problem.
Scientific and technological breakthroughs around the world are fueling economic
competitiveness. Rising qualification levels and the automation of routine work are
also transforming workplaces into highly skilled environments.
Given the situation, every teacher must be equipped with a wide range of skills,
content knowledge, and practical experience to succeed. The goal is to ensure that all
students are qualified to succeed in work and life amid the new global economy. The
rapid pace of globalization, the shift from an industrial to an innovation economy,
and the explosion of networked communication have all created the need to work
and interact in new ways and gain fluency in using new tools and paradigms.
The SIREP Teaching Competency Standards study revealed the professional
development skills and competencies that Southeast Asian teachers should possess,
as identified by the indicators shown in Table 4.
19
20
Table 4. Professional Development Skills Competent Southeast Asian Teachers

Should Possess
Competency
BR
CA
IN
LA
Participates in professional organizations

to improve knowledge
and skills
Provides leadership
in identifying and
resolving issues and
problems facing education (local, national,
and regional)
Completes assigned
tasks on time and
adheres to local
personnel policies and
procedures
- - -
- -
Adheres to written
local and national
policies and laws and
regulations
- -
Exhibits professionalism with peers,

administrators, and
parents/guardians by
demonstrating respect
and consideration
for and interest in
those whom he/she
interacts with
Promotes cooperation
between parents/
guardians and the
school and the community
PH
SI
TH
- - -
MA
MY
TL
VI

Table 4 shows that the eleven member countries in Southeast Asia identified
the promotion of cooperation between parents and guardians and the school
community as a professional development skill. All countries except Malaysia and
Timor-Leste included participation in professional organizations as a teaching
competency.
It is interesting to note in the survey that Lao PDR, Malaysia, and Myanmar
did not indicate presence of leadership in identifying and resolving national
issues as one of the teaching competencies. All countries in Southeast Asia except
for Cambodia, Malaysia, Thailand, and Timor-Leste included adhering to local
and national policies as a teaching competency.
The survey further revealed that all countries included exhibiting professionalism
with peers and administrators, parents, and guardian as a teaching competency
except for Brunei Darussalam and Myanmar.
Apart from the list of professional development skills indicated in the table, the
experts who responded to the survey proposed additional teaching competencies
pertaining to professional development skills, as follows:

Identifies his/her own professional learning needs and plans for and engages in
professional development
Develops organizational skills to effectively manage his/her non-teaching

duties
Regularly reflects on and critically evaluates his/her professional knowledge

and the effectiveness of his/her teaching
Practices school-based management skills
Engages in self-learning activities for professional development
Other Teaching Competencies of southeast

Asian Teachers
The experts participating in the two-day SIREP Teaching Competency
Standards workshop brainstormed on additional teaching competencies and
skills that Southeast Asian teachers should possess aside from the four that
were indicated in the survey. The experts proposed to add the following teaching
competency standards:
1. Professional Ethics and Morality
Decently conducts himself/herself Being authority figures to students, teachers
should demonstrate a high level of morality and conduct. He/she is expected
to act modestly and serve as a role model for his/her students. He/she must
promote a positive outlook, determination, perseverance, and dedication.
Moreover, he/she should be grounded in terms of the values and ethos of the
countrys teaching service.
2. Social and Human Dimension Competencies
Socially aware A Southeast Asian teacher should have high expectations of
his/her students and support them to achieve their full learning potential. He/
she must be well-aware of relevant social issues, especially on childrens human
rights. He/she must demonstrate awareness of the effects of the environment on
students learning and health. Also needed is his/her interpersonal relationships
with his/her students.
21
22
Part III
Policies and Process for Developing
Teaching Competency Standards
A recent McKinsey & Company Education Report (2008) as cited by Tambyah
(2009) concluded that the quality of an educational system cannot exceed the quality
of its teachers. Education stakeholders are in virtually unanimous agreement that
effective teaching is critical to all other educational reform efforts. This consensus
has led to an increase in the number of policies focused on improving teacher
quality. One promising development is to see how policies can drive changes in the
quality of the teaching force.
In the Survey of Teaching Standards in Southeast Asia, experts were asked
to share existing policies in each country that aid the development of teaching
standards. It sought to determine whether or not the Southeast Asian countries
provided adequate policy support for implementing teaching competency standards.
Based on the survey, all the Southeast Asian countries have put in place policies
to support the implementation of teaching competency standards, apart from
Timor-Leste, which is still in the initial stages of drafting its own set of standards.
1. Policies Supporting the Development of Teaching Competency Standards in

Southeast Asia
BrunEi DaruSSalam
The following national education policies support the development and
institutionalization of teaching standards in Brunei Darussalam:

The Education Order 2003 is a national education policy supporting the

design of a national teaching competency-based framework for Brunei. It
aims to provide an effective, efficient, and equitable education system in
consonance with the countrys national philosophy and with the needs of
modern ICT age.
10-Year Strategic Objectives, 2006-2015 This prioritized human resource

development to meet the countrys need for an educated and marketable
workforce.
National Vision or Wawasan Brunei Launched in January 2008, this

aimed to make the country a nation that will be widely recognized for the
accomplishments of its educated and highly skilled people by 2035.
camBoDia
Teaching competency standards in Cambodia vary across provinces and
regions. However, there are some educational policies that provide guidelines
for the qualifications of teachers in the country.

The National Policy for Curriculum Development 2005-2009 was developed

in 2004 by the Ministry of Eduction, Youth and Sports (MoEYS). This
policy contributes to equitable access to basic education, developing high
quality secondary education, and increased responsibilities in development
standards in three school levels (primary, secondary and upper secondary
education).
Education Strategic Plan (ESP) This supports education sector

development in response to the demand of globalization, regionalization,
and individualization.
inDonESia
Indonesia has national policy support for teacher education. It prescribes
teacher competency standards development and has been a reference for
building up national teaching competency standards:
23
24
The National Education System Law No. 14 of 2005 The law

specifies provisions for teacher education reform. One crucial point
worth mentioning is the epoch-making declaration of Teachers as
Professionals. This law also places emphasis on actions to improve the
quality of education in Indonesian schools. In particular, it addresses
measures considered necessary to empower and improve the quality
of teachers. This teacher law mandated four groupings of essential
competencies all teachers are required to demonstrate. These are:
1) pedagogical; 2) personal; 3) professional, and 4) social. The National
Education Standards Board (BSNP) has developed a set of standards for
1) curriculum content, 2) competency standards for graduates, 3) process
standards, 4) infrastructure and facilities, 5) education financing standards,
6) evaluation standards, 7) management standards, and 8) standards for
teachers, principals, and school supervisors, all of which are based on the
four essential competencies.
lao PDr
Lao PDR has two reform policies that relate to teaching competencies:

The Teacher Education Strategy for 2006-2015 and an action plan called
Teacher Education Strategy and Action Plan (TESAP). This key document
sets out overall goals, directions, objectives, and targets for both pre-service
and in-service teacher training. It aims to support National Education for
All goals. The TESAP envisions to establish a teacher induction program
for new graduates. The teachers will be trained by mentors and a structural
link between pre-service and in-service training program will be developed.
A National Charter of Teacher Competencies (NCTC) has been developed to

guide teachers over the career-long process of professional development.
The NCTC sets out the standard skills required of teachers. These
competencies refer to: 1) teachers characteristics and professional ethics,
2) knowledge of children, and 3) subject knowledge and practical teaching
wisdom. Each area has sub-units of competencies.
malaySia
Malaysia has an Education Development Plan (MEDP) 2001-2010. This
institutionalized preschool education, with a National Preschool Curriculum
made compulsory among all kindergarten schools throughout the country.
The MEDP also aimed to improve students mastery of Bahasa Malayu and
the English language, to strengthen teachers attitudes towards teaching and
learning, and to provide teachers with adequate and quality teaching and
learning facilities in line with current developments in ICT.
As to teaching standards, there are no specific policies in the country yet

but teaching competency standards are subsumed or implied within the MOEs
quality assurance initiatives.
myanmar
Myanmar established a Naing Ngan Education Committee (MEC) which
serves as the countrys highest educational policy-making body. Its goal is to
promote quality education for Myanmar. There are no specific teaching standards
policies prepared yet, but the country is in the process of developing a blueprint
for education. The Ministry of Education, in collaboration with UNESCO and
UNDP, is undertaking the formulation of an Education Sector Study.
PhiliPPinES
The Philippines has a long list of policies concerning teaching standards.
Some of them served as milestone policies in developing the national
competency-based teaching standards.

1994 Republic Act 7784 mandated the creation of the Teacher Education
Council (TEC) for the purpose of strengthening teacher education in
the Philippines. It aims to establish Centers of Excellence in Teacher
Education nationwide that would strengthen the education and training
of teachers.
DepEd Order No 32. s. 2009 provides policy support for the adoption of the
National Competency-Based Teaching Standards (NCBTS). The NCBTS
provides the core curriculum for teacher education and professional
development. NCBTS details the competencies required of any future
teacher. The NCBTS is also made part of the Teacher Induction Program
(TIP). The NCBTS Framework is divided into seven domains: 1) Social
Regard for Learning (SRFL), 2) Learning Environment (LE), 3) Diversity
of Learners (DOL), 4) Curriculum (Curr.), 5) Planning, Assessing,
Reporting (PAR), 6) Community Linkages (CL), and 7) Personal Growth
and Professional Development (PGPD)
SingaPorE
The Ministry of Education (MOE) Singapore has established frameworks
and processes to build up the professional competencies and capacities of
education officers. They form the Ministrys competency-based performance
management system.
25
26
The Educational Performance Management System (EPMS). The EPMS is

a developmental tool that spells out the requisite knowledge, skills, and
competencies a teacher should possess. One example of a competency
cluster is cultivating knowledge, which includes the competencies of
subject mastery, analytical thinking, initiative, and teaching creatively. The
EPMS establishes a link between certain behaviors and the achievement of
success by describing what makes people highly effective in a given role. It
discusses the skills and knowledge that are necessary for good performance
and the competencies or personal attributes and behaviors that lead to
long-term achievements and success.
thailanD
The Ministry of Education (MOE) Thailand has a long list of teacher
education policies that support the development of teaching standards. Some
of them are:

Constitution of the Royal Kingdom B.E. 2550 (2007) This law specifies
that individuals have equal rights to receive twelve years of free quality
education. It also tasks the State to formulate a national education plan and
improve the quality and standards for all levels and all types of education in
line with economic and social changes.
National Education Act B.E. 2542 This policy supports the system and
process for the development of teachers, faculty, staff and education
personnel so that relevant quality standards will be developed.
The Council of Teachers Act B.E. 2546 This stipulates that the Teacher
Education Council of Thailand will be responsible for the formulation of
professional and ethical standards of the teaching profession, supervision
of behavioral conduct of teachers, and issuance of teaching licenses. The
TEC of Thailand has developed performance standards of teachers, which
specify that a teacher has to maintain professional standards comprising of
teachers knowledge, standards of teaching experience, standards of teacher
performance and standards of conduct.
timor-LEStE
The development of national teaching competency standards in TimorLeste is still in its formation stage. Policies are made at the central level but
usually involve public hearings or discussion with teachers and education
officers and meetings with Ministry officials and staff. A broader consultation
serves as a way of getting information from the field and drafting the national
competency training policy framework.
viEtnam
The Ministry of Education and Training (MOET) is the highest managing
authority for the entire educational system. MOET puts in place the countrys
professional development policies, incentives, and appraisal policies for teachers.
Policy support for teaching standards is indicated in the Education Development
Strategy 2001-2012.

Educational Development Strategy 2001-2012 This specifies that special

attention be paid to reforming the teaching and learning methods,
improving the teaching assignments, and upgrading the infrastructure for
teaching and learning activities.
2. Process for Determining Teaching Competency Standards in Southeast Asia

The SIREP Teaching Competency Standards survey also sought to find
out the process by which teaching competency standards were developed in the
eleven Southeast Asian countries. Based on the responses, different countries
have various approaches for developing teaching competencies. The survey
found that in coming up with national teaching competency standards, the
governments of most Southeast Asian countries sought the help of either foreign
or local experts. It also found that several ministries, apart from the countries
respective ministries of education, also took part in drafting and implementing
their competency-based teaching standards.
The survey also asked the respondents what processes they used to implement
teaching competency standards (see Table 5).
Table 5. Processes Used to Implement Teaching Competency Standards
Process
BR
CA
IN
LA
MA
MY
PH
SI
TH
TI
VI
Policy directives
from the education
ministry
Consultations
with key experts/
education officials
- - -
Laws/Issuances
from the national
government
- -
- -
27
28
Apart from the methods to promote the implementation of competencybased teaching standards identified above, the respondents also added the
following:

Interviews, observation exercises, and formal meetings with experts at the

central and local levels (cited by one respondent)
Review of related literature (cited by one respondent)
The following discussions present the highlights of country-specific

approaches to the development of teaching competency standards:
BrunEi DaruSSalam
The MOE has developed a draft Professional Teacher Standards document,
which will serve as a blueprint to produce its teaching competency standards
framework. While this document is being finalized, the government uses
teaching standards at the department level under the supervision of the MOE.
For instance, the Department of Schools Inspectorate uses such standards for
teacher confirmation, teaching-learning monitoring, and teacher appraisal. The
Department of Schools Inspectorate also uses its own instrument to evaluate
teachers competence and performance. The Teacher Training Department uses
its own standards to grade student teachers.
camBoDia
The Cambodian Education Sector Support Projects (CESSP) of the
Ministry of Education, Youth and Sports (MoEYS) is in charge of preparing
the Teaching Competency Standards, which is already in its fifth version.
Although the education policies are made at the central level, the MOEYS
usually conducts public discussions with teachers and education officers. A
broad consultation process serves as a way of getting information from the field
and drafting the national competency training policy framework. Cambodia
identified four domains of teaching standards: 1) knowledge of students; 2)
knowledge of the teaching practice; 3) knowledge of learning; and 4) knowledge
of ethics.
inDonESia
The countrys national teaching competency standards are based on the
National Standard and Education Government Regulation (2005), the Teacher
Law (2005), Ministry Regulation No. 16 (2007), and Government Regulation
No. 74 (2008). Teacher competence is determined using a set of competencies
for assessment already established in 2007. It uses a portfolio that each teacher
should complete and submit to assessors in selected universities. The Ministry

of National Education (MONE) assessors evaluate teachers portfolios based
on components such as academic qualification, attendance in training, teaching
experience, lesson planning and teaching processes, assessment by the school
principal or supervisor, involvement in professional development activities,
academic achievement and teaching recognition, attendance at seminars and
workshops, organizational involvement in the education field and in the society
or community, and other education-related recognition.
lao PDr
The countrys teaching standards called the National Charter for Teaching
Competencies (NCTC) was developed by the Ministry of Education (MOE)
after extensive consultations and interviews with relevant stakeholders, including
teachers and community members. The NCTC is embodied in the Teacher
Education Strategy and Action Plan (TESAP). This document contains 30
competencies grouped into three sets of equally important key abilities, qualities,
and skills that a teacher should possess characteristics and professional ethics,
knowledge of children, and subject knowledge and practical teaching wisdom.
The TESAP was also incorporated into the National Education System Reform
Strategy (2007) and used as the basis for the Education Sector Development
Framework, which is still in the draft stage.
malaySia
The Malaysian Teacher Standards (MTS) is in the process of finalization
by the Ministry of Education (MOE). At present, teaching competence
is determined by the National Inspectorate of Schools using its own set of
standards. The MOE has taken every effort to ensure that the Malaysian Teacher
Standards are relevant, practical, and realistic. The MTS has five dimensions
teacher training program, training/capacity building, assessment and evaluation,
collaboration, and infrastructure and quality assurance.
myanmar
The educational system in Myanmar is mainly under the responsibility of the
Ministry of Education. The ministrys primary role is to provide basic education
equated with life skills learning and within the framework and context of
Education for All. The country established an educational policy-making body
with a view to promoting high quality standards. Its present concern is to take
measures to develop human resources for the countrys sustainable economic
growth and improved quality of life. Teachers are regarded with high respect in
Myanmar. The social roles of teachers are drawn so rigidly as they are expected
to have high morality, intellectual ability, and aesthetics.
29
30
PhiliPPinES
The present Philippine teacher competency standards are a product of the
Teacher Education Council (TEC), the Department of Education (DepEd), the
Commission on Higher Education (CHED), and the Professional Regulation
Commission (PRC). The National Competency-Based Teacher Standards
(NCBTS) are anchored on Republic Act No. 9155 or the Basic Education Act
and the Basic Education Sector Reform Agenda (BESRA) as well as the law
creating the Teacher Education Council (TEC). The NCBTS defines the desired
practice of effective teaching. As such, consultation meetings, workshops, and
a series of forums were held with stakeholders in the articulation of a singular
competency-based framework for teaching and teacher development that
would guide all policies, reforms, and activities related to teaching and teacher
development.
SingaPorE
The countrys teaching competency standards were developed in conjunction
with a fundamental review of the Education Scheme of Service in year 2000.
This entailed collaboratively working with a consultant and conducting
extensive consultations with teachers and school leaders. The EPMS spells out
the knowledge, skills, and professional characteristics customized for each of the
career tracks in education.
timor-lEStE
The Timor-Leste Government recognizes that the teaching force is essential
to the promotion of quality education for their children. The development of
teacher standards has been a national aspiration. At present, Timor-Leste has a
policy document for teacher training called the Educational Policy Document of
2007. This Policy Document provides a strategic framework for future directions
in the area of teacher education. The development of teaching standards is still
in the formative stage. The first step is to determine the process for Good
Teaching. A series of consultation meetings was held to examine views on
good teaching. The teacher competency standards in Timor-Leste are being
developed through a participatory process. Work to date has resulted in four
overarching categories: 1) language competencies, 2) technical knowledge, 3)
teaching and learning competencies, and 4) professionalism. These competencies
will form part of the teaching competency framework, which should be finalized
in the near future.
viEtnam
In Vietnam, there is some disparity in the development of teaching
competency standards. Competency standards are not yet fully implemented
by all teachers in all schools. In big cities, competency standards have been fully
developed and implemented but in many rural areas, implementation of teaching

competency standards is yet to be completed. The teaching competencies
emanate from the Ministry of Education (MOE), emerging from a series of
workshops by the MOE with the teachers. To promote the use of competency
standards, different policies and regulations have been released. Schools then
follow the standards by integrating them in their action plans.
3. Teaching Competency Standards Information Dissemination Approaches
Numerous research studies and experiences of countries with a long history
of implementing teaching competency standards clearly demonstrate that
establishing effective teaching competency standards is best accomplished by
developing information dissemination and capacity-building strategies. Passing
supportive policies and regulations will not be effective without adequate
information dissemination and capacity building. With this in mind, the survey
sought to answer how teachers were informed or oriented about their respective
teaching competency standards (see Table 6).
Table 6. Teaching Competency Standards Information Dissemination Methods
Dissemination
Method
CA
IN
LA
Training/Workshops
Mentoring/Coaching
Policy directives
Information,
education, and
communication
materials (letters,
brochures,
information kits,
and handbooks/
guidebooks)
BR
MA
MY
PH
SI
TH
TL
VI
Apart from the dissemination methods identified in the table, the

respondents also added the following:

Formal meetings at the central and local government levels

Government websites
Education journals
As shown, no common means to disseminate information on implementing

teaching competency standards is currently being used by all the Southeast
Asian countries.
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Part IV
Assessment and Monitoring of
Teaching Competency Standards in
Assessment of teaching competencies is the process of obtaining information
that is used to make educational decisions about teachers; to give feedback to the
school heads and the various levels of education management within the ministries
of education (from local to national) about a teachers progress, strengths, and
weaknesses; to judge instructional effectiveness and curricular adequacy; and to
inform the concerned people about a policy or policies. This study looks into the
various assessment techniques used in Southeast Asian countries to check on the
status of implementation of teaching competency standards.
BrunEi DaruSSalam
Educational quality in Brunei Darussalam is ensured and teaching standards are
maintained although there are no formal National Teaching Standards established
yet. The monitoring system is spearheaded at the department level in MOE. For
instance, the Department of School Inspectorate has the responsibility to evaluate
and assess teachers. Inspectors judgment about the quality of teaching is not based
solely on lessons observed during the inspection. The Inspectorate also draws on
evidence from analyses of pupils work, pupil progress, and discussions with the
teachers. At the end of the lesson observations, inspectors are required to offer
oral feedback on the quality of teaching on the lessons they have observed. Oral
feedback such as post-classroom observation dialogue uses five grade descriptions
from excellent to unsatisfactory. The performance indicators for evaluating and
assessing teaching and learning are based mainly on 1) curriculum organization,
2) professional knowledge, 3) professional teaching practice, and 4) professional
engagement and values.
camBoDia
The national teaching competency standards are used to check teachers
performance not only in terms of knowledge but also in terms of ability to comply
with ethical standards. Experts from relevant departments of the Ministry of
Education, Youth, and Sports (MoEYS) such as the Teacher Training Department,
the Department of Primary and Secondary Education, the Pedagogic Research
Department, and the Inspectorate Office conduct school visits to monitor and
evaluate teachers performance, especially in terms of their teaching-learning
strengths, weaknesses, opportunities, and constraints. These representatives also
provide advice to teachers and school administrators if they face difficulties that
they cannot resolve on their own. Teachers are assessed according to: 1) professional
knowledge, 2) professional practice, 3) professional development and learning, and
4) professional ethics.
inDonESia
Teacher performance in the country is monitored and assessed by supervisors
and school principals. Assessors then evaluate teachers performance for certification.
If a teacher fails the assessment, he/she is required to attend a nine-day training
conducted in universities. Teachers are assessed according to the following
competencies: 1) pedagogic competencies (e.g., understanding learning styles,
understanding learners background, developing curricula); 2) personal competence
(e.g., ability to act as a person with exemplary character, maturity, ability to evaluate
ones own performance); 3) professional competence (e.g., ability to master subject
matter and have empathy with colleagues and students); and 4) social competence
(e.g. ability to communicate effectively; ability to contribute to the development
of school and community education; ability to apply ICT, to communicate and to
have personal development).
lao PDr
A system to monitor and assess teachers competence still needs to be developed
in the country. At present, the Department of Teacher Education (DTE) is in
the process of developing sample indicators and case summaries to explain each
competency, which will help facilitate the monitoring and assessment process in the
future. The DTE at present uses teacher assessment as a way of identifying teachers
for promotion. This involves measurement of teacher performance, attitudes, values,
academic qualification, academic output, and teaching experience.
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34
malaySia
Malaysian teachers are expected to be highly competent in three different
aspects, namely: 1) practice of professional values; 2) knowledge and comprehension;
and 3) teaching and learning skills. The teacher assessment system for the country is
embodied in the Malaysian Teacher Standards, which contains entry qualifications,
selection procedures, training, assessment, and evaluation of the various teacher
training programs offered. It also contains parameters for collaboration and quality
assurance scheme. Whenever a teacher applies for promotion to the next level,
a representative from the National Schools Inspectorate pays him/her a visit
to assess his/her performance using an instrument that incorporates teaching
competency standards. The teaching standards, when fully developed, are expected
to be utilized, firstly, as an objective benchmark of teachers to be able to have an
honest self-assessment and secondly, for identifying individual teacher professional
development needs.
myanmar
The Ministry of Education assesses and monitors the performance of teachers.
The Department of Basic Education assesses teachers in general education at the
primary, middle and high school levels, including the teacher training colleges.
The Department of Higher Education monitors the performance of universities
and colleges. The education ministries (departments) conduct training sessions to
raise the quality of education and teaching standards. However, to this date, no
standardized assessment for teachers has been developed and implemented.
PhiliPPinES
At present, the DepED is focusing on using the NCBTS as a tool to identify
teachers strengths and weaknesses as an input to teacher professional development.
NCBTS defines standards of practice of effective teaching in appropriate domains.
The NCBTS Teachers Strengths and Training Needs Assessment (TSNA) is a
self-assessment tool that enables teachers to identify professional strengths and
development needs. It is a formative process that encourages teachers in enhancing
their competencies and professional development. With this tool, the Regional
DepED Offices take charge of the monitoring and evaluation of division level
implementation of the NCBTS-TSNA and the Individual Plan for Professional
Development (IPPD) as provided for in DepED Order No. 32, s. 2009. A
competency-based performance appraisal system for teachers (CB-PAST) has
been developed to assess and recognize the quality of a teachers accomplishments
over a period of time for maintaining a high standard of work. This system adheres
to standards of competency-based performance as indicated in the NCBTS
domains and enriched by the job-embedded requirements. The teachers and raters
(e.g., school head) use designated tools for assessment, the results of which will be
applied for incentives, awards, and promotions. These performance ratings shall
then be reviewed by the next higher school official in line, for approval by the
superintendent.
SingaPorE
Teacher performance is monitored and assessed via the Educational Performance
Management System (EPMS). This system articulates the competencies and key
result areas required of teachers. In addition, the teacher development process,
which is transparent, was also put in place to help teachers improve their work
performance and professional competence. Supervisors appraise teachers as to:
1) Performance assessment This is based on the teachers total contribution in
the achievement of work targets. Performance is assessed in ratings of A, B, C, D
or E. It is also assessed relative to an officers substantive grade; and 2) Potential
Assessment This assesses the teachers competencies in terms of the career
track that the teacher is capable of assuming competently before retirement. It
uses the concept of currently estimated potential which is an estimation of the
highest appointment of level of work an officer can manage competently before his
retirement (Tambyah, 2009).
thailanD
The Teachers Council of Thailand specifies that a teacher has to practice a
set of professional teaching standards. This includes standards related to a
teachers knowledge, experience, performance, and conduct. In small-sized
primary schools, the following assessment criteria were reported by Intaramanee
(2009): 1) knowledge and understanding of integrated learning provision,
2) teachers preparation, 3) teachers ability in setting up the learning venues for
integrated learning, 4) teachers ability to set up instructional plans, 5) assessment of
achievements based on instruction, and 6) post-tests. Assessors are usually external
assessors from the Ministry of Education. The school director is responsible for
assessing the teachers professional development needs.
timor-lEStE
The countrys national teaching competency standards are still in the conception
stage. The teaching standards will be assessed and monitored using the four main
domains of competencies: 1) Language Since Portuguese is the language of
instruction, a high level of written and spoken ability is required for teachers;
2) Knowledge This consists of subject knowledge in the curriculum for generalist
teachers. The teachers knowledge on heritage, values, customs, and traditions of
Timorese society and how these affect the individual learner will be assessed; and
3) Teaching and learning The assessment focuses on the practical and applicable
teaching techniques, classroom management, assessment, and evaluation.(Leyte,
2009).
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viEtnam
Teacher performance is monitored and assessed using the national competencybased teaching standards by conducting class observations, checking teachers lesson
plans, conducting teaching competitions, evaluating teachers individual reports,
and gathering student feedback. Assessment of teachers in Vietnam as to the
teachers competency standards is conducted in two different methods: formative
and summative. Formative assessment is performed continuously throughout
the school year through classroom observation, talking to students, monitoring
classroom activities, and getting feedback from professional activities. Summative
assessment is done at the end of the semester and the school year through the
teachers self-evaluation report, departmental reports, student feedback survey, and
student achievement tests. Assessment results indicate that Vietnamese teachers are
strong at transferring accurate knowledge, creating different classroom activities,
and providing guidance when necessary.
Part V
Rewards and Incentives for
Performing Teachers
The study also sought data on how performing teachers were recognized and
rewarded in the eleven Southeast Asian countries. Each country reported a distinct
strategy (see Table 7).
Table 7. Teacher Rewards and Incentives
Rewards/
Incentives
Salary Increase
Certificate of
Recognition
Scholarships/
Training
Promotion
BR
CA
IN
LA
MA
MY
PH
SI
TH
TL
VI

-
-
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BrunEi DaruSSalam
Performing teachers in the country are rewarded every Teachers Day. The
government also instituted the Teachers Service Scheme which mandated
regulations for teacher progression in terms of promotion to a higher position
and salary increments. These regulations are determined by the Civil Service
Department and the Ministry of Home Affairs. Some outstanding teachers are
also chosen to undergo in-service training both in the country and overseas.
camBoDia
Performing teachers in the country are rewarded with salary grade promotions,
certificates of recognition, and certificates of higher levels of education (masters or
doctoral degrees) by the MOEYS.
inDonESia
Performing teachers in the country are promoted to higher functional levels as
determined by the Ministry of State of Employees. They also get higher salaries and
greater responsibilities based on state regulations.
lao PDr
Performing teachers in the country are promoted to higher positions.The NCTC
facilitates the incorporation of measuring teacher performance into the design of
a revised salary and incentive scale for teachers. The Department of Personnel also
developed and approved a system to award academic titles to performing teachers,
which will also enhance their salaries. Teachers can be promoted from experienced
to skilled, skilled to expert, and expert to senior expert teacher status with salary
increments of 40%, 60%, 80%, and 100% of their base salaries, respectively. The
Department of Personnel, however, needs to coordinate with the Department of
Teacher Education to supervise the systems implementation.
malaySia
Performing teachers in the country who meet the requirements set by the
National Schools Inspectorate get promoted to a higher position with a higher
salary scale. Incentives are also given to teachers in challenging teaching and
learning environments such as those schools without clean water and electricity. The
salary grade increase also reflects an increase in allowance. Some high-performing
teachers are promoted to headmasters with higher salary scheme.
PhiliPPinES
At present, the NCBTS is not being used to determine what rewards
performing teachers should get. It is utilized more to determine what kinds of
training teachers need. However, the country has a well-developed reward and
recognition scheme in place for performing teachers. There is a promotion system,
e.g., Teacher 1 to Teacher 2 or 3 with accompanying increases in salary. There are
also national awards such as PRAISE by the Civil Service Commission and the
Metrobank Outstanding Teachers Awards.
SingaPorE
Rewards and recognition structures and incentives are put in place for
performing teachers such as the provision of an annual performance bonus. The
government gives Certificates of Appreciation and awards medals to performing
teachers in recognition of exemplary performance.
thailanD
The country provides incentives such as salary and academic/scholarship
support. A career promotion from Assistant Teacher to Senior Teacher may also
be awarded. The monetary awards depend on the levels of teachers who performed
well (levels pertain to beginning, novice, senior, and master teachers).
timor-lEStE
Since the country has yet to come up with national teaching competency
standards, the government feels it is necessary to develop and implement an
attractive career regime for teachers first. The government gives training programs
as incentives to performing teachers at this time. The career scheme for teachers is
still in the process of development.
viEtnam
Performing teachers in the country are awarded certificates of merit and medals
each year. They are given recognition publicly by the Director of the Provincial
Department of Education and Training, the Minister of Education and Training,
and even the Prime Minister. Monetary reward is also provided.
The survey found that most, if not all, of the Southeast Asian countries
rewarded performing teachers with promotions and salary increments. Some also
gave performing teachers awards or other forms of recognition (e.g., certificates of
merit or their own special day) and even academic units or titles (i.e., masters and
doctoral degrees).
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Part VI
Competency Framework of
Through the SEAMEO INNOTECH SIREP Teaching Competency
Standards Research Project, units of competencies and teaching competency
standards in Southeast Asian countries were investigated, validated, and finalized
using the following process:
First Phase:
This phase made use of a regional survey called STCSS

in order to determine the major strands of teaching
standards in each country. The goal of this phase is to
determine attributes and skills of a competent Southeast
Asian teacher.
Second Phase: In the second phase, the major interest is to find out
the general process for developing teaching competency
standards in terms of policy development, implementation,
monitoring and evaluation, and a system for awards and
recognition for performing teachers. The data was obtained
from the two-day experts meeting held in the SEAMEO
INNOTECH compound in Quezon City, Philippines.
The inputs on existing Frameworks for Teaching Competency Standards
provided by individual countries are as follows:
Brunei
Darussalam
Brunei Darussalam defines a competent teacher as one who is well-prepared
for his/her work and who pursues opportunities to extend and revitalize his/her
skills throughout his/her career.
Brunei Darussalams teaching competency standards are grouped into three
major strandsp rofessional knowledge, professional practice, and professional
engagement and values.
Professional Knowledge
1. Teachers should know how their students learn and how to teach them
effectively. They should:

Draw on their body of knowledge about learning and contemporary

research on teaching and learning to support their practice
Know how important prior knowledge and medium of instruction are

and the impact of group discussions and reflections on the learning
process
Know how to engage their students in active learning
Know how classroom and program design and resources impact

learning
2. Teachers should know the content of their subject matter. They should:

Have sound and critical understanding of the appropriate teaching

processes and the necessary skills to teach their subject matter
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42
Have the ability to articulate the key features and relevance of the
content of their subject matter to their students and to demonstrate
how knowledge of this can be applied
Know what methodologies, resources, and technologies they should

use to support learning
Be familiar with the curriculum, examination requirements, and work

schemes of their subject matter
3. Teachers should know their students. They should:

Know their students learning strengths and weaknesses and be aware

of the factors that influence their learning
Be aware of their students social and cultural backgrounds and treat

them equitably
Develop understanding and respect for their students as individuals
Understand how important communicating with and reporting to

their students parents are
Professional Practice
4. Teachers should plan for and assess effective learning. They should:

Use knowledge of their students, subject matter content, and pedagogy

to establish clear and achievable learning goals for their students
Plan to use a wide range of activities, resources, and materials to provide

their students with meaningful learning opportunities
Monitor their students engagement in learning and maintain records

of their progress
Assess and evaluate their students and report their progress to their
parents and use their inputs in planning
5. Teachers should create and maintain safe and challenging learning

environments. They should:

Develop a positive learning environment where respect for every

individual is fostered and where learning is the focus
Provide a learning environment that engages and challenges their

students and encourages them to take responsibility for their own
learning
Use and manage the available materials in the physical space of their
classrooms to make learning stimulating
Establish and maintain clear and consistent expectations with regard

to their students behaviors and learning
6. Teachers should use a wide range of teaching strategies and resources to

engage their students in effective learning. They should:

Effectively communicate with their students to make their learning

programs explicit, build rapport with them, and support their learning
Provide and manage opportunities for students to explore their ideas

and develop their own knowledge and skills
Use and manage a wide range of teaching and learning strategies,

technologies, activities, and resources
Provide meaningful feedback to students about developing their skills
Professional Engagement and Values

7. Teachers should reflect on, evaluate, and improve their professional
knowledge and practices. They should:

Regularly reflect on and critically evaluate their professional knowledge

and teaching effectiveness
Collaboratively work with others in the profession and engage in

discussions of issues and research studies to enhance their professional
practice
Identify their own professional learning needs and plan for and engage
in professional development activities
Develop their organizational skills to effectively manage their nonteaching duties
8. Teachers should be active members of the profession. They should:

Contribute to the development of the school community and promote

their well-being as well as their students
Effectively work with other professionals, parents, and other members

of the community to promote effective learning
Promote learning, the value of education, and the teaching profession

in the wider community
Understand and fulfill their obligations to the government and its

policies
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Cambodia
Cambodia defines a competent teacher as one who has completed a twoyear professional training in a teacher training college or any other accredited
institution.
Cambodias teaching competency standards are grouped into four major
strandsk nowledge, practice, learning, and ethics.
Knowledge
1. Teachers should know their students. They should:

Know their students learning needs, histories, capacities and abilities,

and attitudes toward learning
Be aware of their students home or family situations (e.g., gender,

socioeconomic background, or status), which can affect their learning
and help them deal with their family problems
2. Teachers should know the content of their subject matter. They should:

Understand educational laws and policies and the national curriculum
Know how to prepare or develop lesson plans
Understand the content of their learning programs, subject matter, or

disciplines and have the ability to clearly explain this to meet their
students learning needs
Know how to integrate knowledge gained from different subject matter

or disciplines so their students can see connections between them and
obtain additional knowledge and skills
3. Teachers should know how their students learn. They should:

Understand the educational context of their classrooms and of school

communities
Understand how their students learn
Understand their students different abilities, learning rates, and styles
Practice
4. Teachers should plan for and assess their students learning. They should:

Prepare clear and effective lesson plans and teaching programs
Prepare teaching aids and learning materials
Employ a variety of appropriate methods to assess their students
Monitor their students participation in class and maintain records of

their progress
Provide feedback to their students and their parents or guardians with

regard to their development in terms of knowledge, skills, and attitudes
5. Teachers should have the ability to manage their students learning

environment. They should:

Provide a safe learning environment for their students
Help their students become increasingly responsible for their own

learning
Participate in school development activities to promote their students

and colleagues welfare
6. Teachers should employ effective teaching strategies. They should:

Use a wide range of teaching methods to facilitate student learning

and to meet the curricular standards set by the MoEYS
Cater to their students diverse learning styles and needs through the
appropriate application of a wide range of teaching methods
Prepare and provide problem-solving learning opportunities that their

students can engage in to develop critical and creative thinking skills
Use ICT to make their teaching more effective
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Learning
7. Teachers should engage in self-learning activities. They should:

Regularly evaluate their own teaching strategies and develop their own
plans for self-directed professional learning
Develop their ICT knowledge and skills and apply these in teaching
their students
Improve their communication skills to better communicate with

their students and their parents, with their colleagues, and with other
members of the community
8. Teachers should actively engage in the teaching profession. They should:

Conduct research to enhance their knowledge and improve their

teaching skills
Regularly interact with their colleagues in various professional learning

activities
Ethics
9. Teachers should care and show concern for their students and always work
toward their and the societys best interests. They should:

Demonstrate commitment and dedication to the teaching profession
Serve as positive examples of moral behavior and foster harmonious

relationships with their students and the entire school community
Exhibit fairness and practice transparency in dealing with their

students and with other members of the school community
Indonesia
Indonesia defines a competent teacher as one who meets the components of
the four major competencies defined by the countrys Teacher Law.
Indonesias teaching competency standards are grouped into four major
strandsp edagogical, personal, professional, and social.
Pedagogical Competence
1. Teachers should have the ability to understand their students learning
styles and physical, social, cultural, emotional, moral, and intellectual
characteristics. They should:

Examine their students readiness to learn physically, socially, morally,

culturally, emotionally, and intellectually and use the appropriate
resources
Collect and analyze data gathered about their students characteristics

in order to use relevant teaching techniques
Use methods that are appropriate to their students attitudes and

developmental needs
Use motivational strategies that are appropriate to their students

cognitive progress
Identify their students disabilities (e.g., physical, intellectual, or

emotional) and report these, if necessary
Identify their students talents
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48
Identify various factors that will motivate their students with

psychological problems
Help their students with psychological problems
Attend training to develop enrichment activities for their talented

students
Attend training to design activities for students with disabilities
2. Teachers should understand their students backgrounds (e.g., family, social,

and cultural). They should:

Understand their students family, community, and cultural backgrounds
Analyze their students situations and adapt the teaching-learning

process to fit these
Assess the family and community backgrounds of their students
3. Teachers should understand their students difficulties. They should:

Examine and understand their students varied learning styles
Identify students individual learning styles
Recognize the nature of their students learning difficulties
Diagnose their students learning difficulties and attitudes
Use alternative solutions based on their diagnoses
Develop remedial and enrichment learning activities
Provide appropriate guidance to their students
Develop their students ability to learn
4. Teachers should have the ability to facilitate the development of their

students potentials. They should:

Examine and identify their students potential
Design, apply, and evaluate an empowerment program to develop their

students potential
Optimize available programs and resources to develop their students

potential
5. Teachers should master the theories and principles of learning and should
develop relevant learning processes. They should:

Assess and apply the basis of learning philosophy
Assess and apply the theory and principles of lesson design for learners
Assess and apply the principles of curriculum and lesson design for
learners
Assess and apply various models of innovative teaching and learning in

designing lessons
Use a variety of strategic approaches, methods, and lesson techniques
6. Teachers should develop curricula that encourage student involvement.

They should:

Analyze and develop curricula
Develop appropriate subjects for their lessons
Develop a variety of appropriate media for contextual lesson design
7. Teachers should develop high-quality learning processes. They should:

Use appropriate theories, principles, and model lessons to teach their

students
Evaluate various model lessons for use with their students
8. Teachers should carry out high-quality learning processes. They should:

Apply the appropriate teaching skills
Create motivational learning activities
Select and apply lesson methodologies according to their students

characteristics
Attend training in lesson interaction to increase student participation
Apply active, creative, effective, and fun lesson models
Use the school as a lesson laboratory to maximize their students

learning
Provide individual learning guidance according to their students needs
Manage their students in such a way that they maximize their potential
9. Teachers should have the ability to evaluate learning processes and

outcomes. They should:

Be trained in educational theories, processes, evaluation procedures,

and using learning results to improve their students learning
Develop various instruments, evaluation tools, and processes and use

these in their lesson plans to obtain good results
Apply evaluation processes to identify the lessons their students

learned
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50
Analyze the evaluation results and apply the lessons their students
learned
Assess learning outcomes and reflect on the processes and results of

their lesson methodologies
Take the necessary actions based on learning results to ensure highquality activities
Personal Competence
10. Teachers should be stable, consistent, mature, wise, and respectful. They
should:

Assess learning outcomes and provide criticisms and suggestions
Assess learning outcomes and consistently strive to improve themselves
Assess their own actions and obey rules
Practice self-control and rationally resolve their own problems
Accept responsibility for their actions
11. Teachers should serve as exemplary members of the society. They should:

Motivate themselves and have a sound attitude
Be self-motivated and have a deep faith in God
Serve as role models to their students
12. Teachers should evaluate their own performance. They should:

Evaluate their own strengths and weaknesses
Evaluate their own work
Be able to accept criticisms and suggestions from their students
Professional Competence
13. Teachers should continually develop themselves. They should:

Use various learning resources to enhance their own knowledge, skills,

and personalities
Engage in various activities that promote teacher professional

development
Develop and organize activities to promote teacher professional

development
14. Teachers should master their subject matter and their methodological
praxes. They should:

Examine and understand the content of their subject matter
Understand and use the appropriate methodologies to teach their

subject matter
Social Competence
15. Teachers should have the ability to effectively and emphatically
communicate with their students parents or guardians, colleagues, and
other members of the society. They should:

Know the principles of effective and clear communication
Effectively and clearly communicate with others
Evaluate their students communication skills
16. Teachers should contribute to the development of the school and the
community. They should:

Design various programs to develop the education the school provides
Participate in and organize various programs in school and in the

community
17. Teachers should contribute to the development of education at the local,

regional, national, and global levels. They should:

Identify and analyze educational problems at the local, regional,

national, and global levels
Develop alternative solutions for educational problems at the local,

regional, national, and global levels
Design education programs at the local, regional, national, and global

levels
18. Teachers should be able to apply ICT to communicate with their students
and for their own personal development. They should:

Examine and assess various ICT tools
Be able to operate various ICT tools for communication purposes
Use ICT for communication, teaching, and professional development

purposes
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Lao PDR
Lao PDR defines a competent teacher as one who satisfies the required
skills and competencies mandated in the countrys NCTC.
Lao PDRs teaching competency standards are grouped into three major
strandsc haracteristics and professional ethics, knowledge of children, and
subject knowledge and practical teaching wisdom.
Characteristics and Professional Ethics
Teachers in Lao PDR should:

Understand and put into practice the policy platforms of the state, follow state
laws and regulations, and practice self-discipline
Respect the countrys culture and traditions and consistently and fairly treat
their students, irrespective of gender and social, cultural, linguistic, religious,
and ethnic background
Acknowledge student diversity and encourage their students to respect one

another and accept their differences
Live by the same personal values that they expect from their students
Demonstrate high expectations of their students and support their development

as learners who are striving to achieve their full potential
Improve their teaching through self-evaluation and reflecting on the

observations, comments, and advice of their colleagues and other people
Take responsibility for their continuous personal and professional development

in order to stay up-to-date with changing academic knowledge and maximize
their students learning outcomes
Collaboratively work with their colleagues and other members of the community
Form and develop partnerships with their students parents or guardians and
promote the rights and responsibilities that parents or guardians have in raising
their own children
Be role models of morality and integrity within the society, contributing to the
development and guidance of the community by promoting local arts, culture,
and traditions
Knowledge of Children

Understand child development, how their students think and feel, and the
rights of a child
Be aware of the effects of the environment on their students ability to learn
Accept that their students learn in different ways and accordingly use
appropriate teaching-learning approaches
Develop good interpersonal relationships with their students
Encourage interaction among their students in class
Ensure that their students have a significant degree of control over their own
learning and support student learning through group work and investigation
Support their students with special educational needs
Encourage their students creativity
Foster a positive classroom environment that will stimulate learning
Learn their students cultures and languages
Subject Knowledge and Practical Teaching Wisdom


Implement the national curriculum and know how to design local curricula
and activities
Employ modern teaching methodologies and techniques and their subject

knowledge
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Set learning objectives and outcomes that match their students real-life
situations
Select appropriate teaching materials to maximize student learning
Teach lessons sequentially and attractively while taking account of their

students learning
Use different means to assess students work and integrate their assessment
results into planning lessons
Assess their students progress in relation to the basic learning competencies

identified in the national curriculum
Systematically record their students achievements
Effectively organize and manage classrooms
Provide their students with learning opportunities both within and after school
hours
Malaysia
Malaysia defines a competent teacher as one who is noble in character; has a
progressive and scientific outlook; is committed to upholding the aspirations of the
nation; cherishes the national cultural heritage; and ensures the development of the
individual and the preservation of a united, democratic, progressive, and disciplined
society.
Malaysias teaching competency standards are grouped into three major
strandsp rofessional teaching values, knowledge and comprehension, and teaching
and learning skills.
Professional Teaching Values
This stipulates practicing professional teaching values across three major
domainsp ersonal, professional, and social.
Personal domain: This refers to the innate personal values that a teacher
should possess to make significant contributions to the teaching profession and
to achieve the goals of Malaysias education system. Teachers in Malaysia should:

Integrate spiritual and universal values in the teaching-learning process
Exhibit professionalism and accountability in performing their classroom tasks

and responsibilities
Perform their tasks with dedication, sincerity, and a sense of responsibility
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Seek opportunities for continuous academic knowledge and skills enhancement
Exhibit willingness to sacrifice their time and energy for their students wellbeing
Demonstrate a willingness to face work stress
Demonstrate high respect for cultural diversity and heritage
Demonstrate high tolerance and non-discrimination to students in terms of

socioeconomic status, cultural values, ethnicity, and religious beliefs
Show love, care, and concern for their students and their welfare
Accord priority to individual and organizational success, achievement, and

excellence
Actively participate in educational activities organized by the government and

non-government organizations (NGOs)
Demonstrate effective interpersonal communication skills
Show willingness to offer their services within and outside official working
hours
Keep systematic records of organizational data
Professional domain: This refers to carrying out teachers duties as professionals.

Teachers in Malaysia should:

Uphold the good name of the teaching profession
Possess pleasant dispositions
Exhibit commitment without self-vested interests
Show evidence of good leadership
Demonstrate openness to diverse opinions
Identify opportunities to enhance their performance
Effectively utilize various teaching-learning approaches, methods, and

strategies
Social domain: Teachers play a very significant role as agents of socialization

besides being responsible for developing the countrys human capital. Teachers in
Malaysia should:

Demonstrate tolerance and consideration for others opinions
Effectively communicate with their students, colleagues, figures of authority,

and other members of the society
Demonstrate willingness to devote their time and energy to engage in

community activities
Uphold the good name of the countrys leaders
Be sensitive to current environmental issues
Knowledge and Comprehension

This standard specifies the knowledge and comprehension competencies of a
teacher with respect to his/her subject of specialization, educational qualifications,
and curricular and co-curricular activities. As a rule, teachers who are endowed
with in-depth knowledge are better able to enhance their professionalism and
more efficiently and effectively carry out their tasks besides being more creative
and innovative.
As such, the field of knowledge that teachers in Malaysia should master
includes:

The philosophy, goals, and objectives of education, which set the foundation for
the teaching-learning process
The philosophy, goals, and objectives of curricula and co-curricula, learning

outcomes, and the teaching and learning requirements of the subject they teach
Content of their subject of specialization
Content of their field of education specialization
Use of ICT, educational media, and other resources to teach the content of the
curriculum and co-curriculum
Strategies to create a conducive learning environment
Use of assessment and evaluation methods and action research to continuously

improve their teaching-learning practices
Student potential and strategies to encourage their holistic and integrated

development

Know, comprehend, internalize, and translate the National Philosophy of

Education into their teaching-learning plans
Know, comprehend, internalize, and translate the goals and objectives of the
Primary and Secondary School Integrated Curriculum into their teachinglearning strategies
Possess knowledge of and understand the content of the subjects they are
teaching
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Know and comprehend how to apply learning theories in their teachinglearning strategies
Know and comprehend how to integrate their ICT skills in the teachinglearning process
Know and comprehend strategies to create a learning environment that

encourages creativity, initiative, and open-mindedness
Comprehend how to use assessment and evaluation information to assess their

own effectiveness and take the necessary steps to improve themselves
Comprehend ways to develop students potential in a holistic and integrated

manner
Teaching and Learning Skills

This standard identifies the teaching-learning skills and competencies that
teachers in Malaysia should master. It specifically focuses on a teachers ability
to plan, implement, and evaluate academic teaching-learning and co-curricular
activities. The skills and competencies in this standard include:

Skill to plan teaching and learning based on a given syllabus and the schools
academic calendar, according due consideration to differences in students
abilities, prior knowledge, and expectations
Skill to implement teaching and learning using different approaches, methods,

and techniques and to integrate thinking, learning, ICT, facilitation, and
assessment and evaluation skills into the process
Skill to monitor, assess, and evaluate the effectiveness of the teaching and
learning strategies used to improve himself/herself and enhance student
achievement
Skill to manage classrooms, including human relationships, time, space, and

resources to achieve meaningful and effective learning

Produce yearly and daily teaching plans following their subjects syllabi and the
school calendar
Incorporate a variety of suitable methods and techniques, resources, and

learning activities into their lessons
Utilize assessment and evaluation scores to enhance the teaching-learning

process
Use effective classroom management techniques to ensure good class control

and student discipline
Myanmar
Myanmar, a predominantly Buddhist country, defines a competent teacher as
one who can be regarded as one of the five gems, and can be considered on the
same plane as Buddha who himself was a teacher, the Scripture, monk, and parent.
Teachers in the country assume the role of their students substitute parents.
The Myanmar country paper, however, did not indicate specific competencies
that teachers should possess to be considered competent.
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Philippines
The Philippines defines a competent teacher as one of the most significant
elements of the countrys education system.
The Philippine teaching competency standards known as the NCBTS
comprises seven major strandss ocial regard for learning; learning environment;
diversity of learners; curriculum; planning, assessing, and reporting; community
linkages; and personal growth and professional development.
Social Regard for Learning
This domain should prompt teachers to ask if their students appreciate the value
of learning through their interactions. It focuses on the ideal that teachers should
serve as positive and powerful role models of promoting the value of pursuing
learning and of exerting an effort to learn. Their actions, statements, and different
types of social interaction with their students should exemplify this ideal. Teachers
in the Philippines should:
1. Demonstrate value for learning. They should:

Implement school policies and procedures
Be punctual
Maintain appropriate appearance
Be careful of the effects that their behaviors can have on their students
Respect other people and their ideas
Demonstrate that learning is of different kinds and can come from

different sources. They should make use of various learning experiences
and resources.
Learning Environment
This domain should prompt teachers to ask if they create physical and social
class environments that allow their students to attain maximum learning. This
domain focuses on the importance of providing a social and physical environment
within which all students, regardless of individual differences in learning, can
engage in different learning activities and work toward attaining high standards of
learning. Teachers in the Philippines should:
Create an environment that promotes fairness. They should:

Maintain a learning environment that promotes courtesy and respect for

others in terms of ability, culture, and gender
Provide gender-fair opportunities for learning
Recognize that every student has his/her own strengths
Make the classroom environment safe and conducive to learning. They should:

Maintain a safe, clean, and orderly classroom that is free of distractions
Conduct challenging activities given their physical environment
Use individual and cooperative learning activities to improve their students

capacity for higher learning
Communicate higher learning expectations to each of their students. They should:

Encourage their students to ask questions
Provide their students with a variety of learning experiences
Provide varied enrichment activities to nurture their students desire to

further learn
Communicate and maintain high standards for learning performance
Establish and maintain consistent standards for student behavior. They should:

Quickly handle students behavior problems, according due respect to

childrens rights
Provide timely feedback to reinforce appropriate student behavior
Guide individual students that need to develop appropriate social and

learning behaviors
Communicate and enforce school policies and procedures with regard to

appropriate student behavior
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Create a healthy psychological climate for learning. They should:

Encourage students to freely expand their ideas
Create a stress-free environment
Take appropriate measures to minimize students anxiety and fear of

teachers and/or subjects
Diversity of Learners
This domain should prompt teachers to ask if they can help their students
learn whatever their capabilities, learning styles, cultural heritage, socioeconomic
backgrounds, and other differences. This domain emphasizes the ideal that
teachers should facilitate the learning process among diverse types of students
by first recognizing and respecting individual differences and then using their
knowledge to design diverse sets of learning activities to ensure that they can all
attain the appropriate learning goals. Teachers in the Philippines should determine,
understand, and accept students diverse background, knowledge, and experiences.
They should:

Obtain information on the learning styles, multiple intelligences, and needs of

their students
Design or select learning experiences suited to different kinds of students
Establish goals that define their students expectations
Pace lessons in accordance with their students needs and/or difficulties
Initiate other learning approaches for students whose needs are not met using
the usual approaches
Recognize the multicultural backgrounds of their students when providing

learning opportunities
Adopt strategies to address needs of their less-competent students
Make appropriate adjustments for students with different socioeconomic

backgrounds
Curriculum
This domain should prompt teachers to ask if their students can understand
and attain the goals of the curriculum through the various learning resources and
activities they prepare. They should ask themselves if they appropriately made use
of ICT. This domain refers to all the elements of the teaching-learning process
that work in convergence to help students attain high standards of learning and
understanding of curricular goals and objectives. These elements include their
knowledge of their respective subject matters teaching-learning approaches and
activities, instructional materials, and learning resources, including ICT. Teachers
in the Philippines should:
Demonstrate mastery of the subjects they teach. They should:

Deliver accurate and updated content knowledge using appropriate

methodologies, approaches, and strategies
Integrate language, literacy, and quantitative skills development and values

in their subject areas
Clearly and accurately explain learning goals, instructional procedures, and

content to their students
Link current content with past and future lessons
Align their teaching methods, learning activities, and instructional

materials or resources with their lesson objectives and students needs
Create situations that encourage their students to use higher-order thinking

skills
Engage and sustain their students interest in the subject they teach by
making its content meaningful and relevant
Integrate relevant scholarly works and ideas to enrich lessons when needed
Integrate the content of their subject areas with other disciplines
Communicate clear learning goals for appropriate lessons. They should:

Set appropriate learning goals
Make sure that their students understand the learning goals
Make good use of the allotted instructional time
Establish routines and procedures to maximize instructional time
Plan their lessons to fit the given instructional time
Select teaching methods, learning activities, and instructional materials or resources

appropriate to and aligned with the objectives of their lessons. They should:

Translate learning competencies to instructional objectives
Select, prepare, and utilize appropriate instructional materials to suit their

students and learning objectives
Provide activities and use materials that fit their students learning styles,
goals, and culture
Use a variety of teaching approaches and techniques in accordance with

their subject matters and students needs
Utilize information derived from assessment to improve the teachinglearning process
Provide activities and use materials that involve their students in meaningful
learning
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Recognize general learning processes as well as the unique processes of

individual students. They should design and utilize teaching methods that
take into account their students learning processes.
Promote purposive study. They should cultivate in their students good

study habits through appropriate activities and projects.
Planning, Assessing, and Reporting

This domain should prompt teachers to ask if they assess their students learning
and knowledge using appropriate educational assessment procedures and use the
information they get from these assessment procedures in planning their teachinglearning activities. This domain refers to the aligned use of assessment and planning
activities to ensure that teaching-learning activities are maximally appropriate to
students current knowledge and learning levels. In particular, it focuses on using
assessment data to plan and revise lessons in accordance with students current
knowledge and learning levels. It also focuses on integrating formative assessment
procedures in planning and implementing teaching-learning activities. Teachers in
the Philippines should:
Develop and utilize creative and appropriate instructional plans. They should:

Show proof of instructional planning
Implement instruction as planned
Cope with varied teaching milieu
Develop and use a variety of appropriate assessment strategies to monitor and

evaluate their students learning. They should:

Prepare formative and summative tests in line with the curriculum
Employ nontraditional assessment techniques such as using a portfolio,

journals, and rubrics
Interpret and use assessment results to improve the teaching-learning

process
Identify teaching-learning difficulties and their possible causes and take

the appropriate action to address them
Use tools to assess authentic learning
Regularly monitor and provide feedback on their students understanding of

content. They should:

Provide timely and accurate feedback to encourage their students to reflect

on and monitor their own learning growth
Keep accurate records of students grades and performance levels
Promptly and clearly communicate to the students and their parents and to their
superiors their students progress. They should:

Conduct regular meetings with their students and their parents to report
on their students progress
Involve their students parents in school activities that promote learning
Community Linkages
This domain should prompt teachers to ask if the goals and characteristics of
the teaching-learning activities they implement are relevant to the experiences,
values, and aspirations of their students. This focuses on the ideal that school
activities are meaningfully linked to students experiences and aspirations at home
and in the community. Thus, it focuses on teachers efforts directed particularly
at strengthening links between school and community activities, as these help
them attain their curricular objectives. Teachers in the Philippines should establish
learning environments that respond to the aspirations of the community. They
should:

Involve the community in sharing the accountability for their students

achievements
Use community resources (human and material) to support learning
Use the community as a laboratory for learning
Participate in community activities that promote learning
Use community networks to publicize school events and achievements
Encourage their students to apply their classroom learning in the

community
Personal Growth and Professional Development

This domain should prompt teachers to ask if their actions and statements
indicate a high regard for the teaching profession and for their continuous
development as a professional. This domain emphasizes the ideal that teachers
should have a high personal regard and concern for professional development and
continuously improve themselves. Teachers in the Philippines should:
Take pride in the nobility of teaching as a profession. They should:

Maintain a stature and exhibit behaviors that uphold the dignity of teaching
Allocate time for personal and professional development by participating

in educational seminars and workshops, regularly reading educational
materials, and engaging in educational research
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Manifest personal qualities such as enthusiasm, flexibility, and concern for

others
Articulate and demonstrate their own personal teaching philosophies
Build professional links with their colleagues to enrich their practice. They should:

Stay abreast of recent developments in education
Establish links with other institutions and organizations to share best

practices
Reflect on the extent of their attainment of professional development goals. They

should:

Reflect on the quality of their own teaching
Improve their teaching performance based on feedback from their students,

peers, superiors, and cooperating teachers
Accept personal accountability for their students achievements and

performance
Use self-evaluation to recognize and enhance their strengths and to correct

their weaknesses
Singapore
Singapore defines a competent teacher as one who is responsible for molding the
future of the nation by preparing world- and work-ready students, which is critical
in todays ever-changing global landscape that is marked by rapid technological
advances.
Singapores teaching competency standards are grouped into four major
strandscult ivating knowledge (includes subject mastery, analytical thinking
skills, initiative, and using creative teaching practices), winning hearts and minds,
knowing oneself and others, and working with others.
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Thailand
Thailand defines a competent teacher as one who has to maintain professional
standards in terms of knowledge, experience, performance, and code of conduct.
Thailands teaching competency standards are grouped into four major strands
professional competence, knowledge, experience, and personal competence. In
general, teachers in Thailand should:

Regularly engage in academic activities related to professional development
Conduct various activities, taking into account the outcomes on their students
Commit to developing their students to reach their full potential
Develop teaching plans for practical implementation
Regularly develop effective instructional media and materials
Organize instructional activities that focus on generating positive and longlasting outcomes from their students
Systematically report the results of students quality development
Act as good role models for their students
Constructively cooperate with others in the community
Seek out and use information for their own development
Create opportunities for students to learn from all kinds of situations
Timor-Leste
Timor-Leste defines a competent teacher as one who is equipped with the
right knowledge, skills, and attitudes to enable their students to learn and to reach
their full potential.
Timor-Lestes teaching competency standards are still under development. It
is planned that, when finalized, the teaching competency standards will be grouped
into four major strandsla nguage, technical knowledge, teaching and learning,
and professionalism.
Language
Since Portuguese is the Timor-Leste governments preferred language of
instruction, teachers are required to have high levels of ability to write and speak
in the language. Since Tetum is considered a national language, fluency in it is
also required. However, during their preservice training, teachers should also
learn specific techniques to help their students become fluent in the language of
instruction.
Knowledge
This domain consists of knowledge in all the subjects in the curriculum
for general teachers. Teachers in Timor-Leste should also know about child
development and how children learn. They are expected to know about the heritage,
values, customs, and traditions of the Timorese society and how these affect their
students as individuals.
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Teaching and Learning

This domain focuses on the practical and applicable techniques, classroom
management skills, and assessment and evaluation strategies that teachers in
Timor-Leste should use.
Professionalism
Apart from possessing the right knowledge and skills, teachers in Timor-Leste
are also expected to have the requisite values and attitudes to provide a supportive
environment to their students in which learning can take place.
Vietnam
Vietnam defines a competent teacher as one who possesses both the knowledge
and skills required to teach students well. Teachers should have specialized
knowledge in their respective subjects as well as general knowledge to answer all
kinds of questions that their students may ask. They should have the necessary
pedagogical, communication, presentation, and classroom management skills to
successfully perform their roles as classroom managers, facilitators, organizers, and
resource persons.
Vietnams teaching competency standards are grouped into four major strands
knowledge, teaching competence, presentation competence, and classroom
management competence. Teachers in Vietnam, in general, should:

Obtain the required knowledge and skills and degrees and certificates to
teach
Be morally conscious and personable
Be fair in dealing with their students
Serve as good examples in terms of behavior and way of life
Help their students become ethical and good citizens
Be ready to help their students even outside class hours
Organize social activities their students can engage in
Continuously engage in professional development
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Developing a Competency Framework for Southeast

Asian Teachers of the 21st Century
The SIREP Teaching Competency Survey is expected to provide support for the
development of SEAMEO INNOTECHs Competency Framework for Southeast
Asian Teachers of the 21st Century. The common teacher competency standards
identified by this research project were translated into a common Southeast Asian
competency framework, with a list of competencies that will serve as a guide in
identifying the instructional design of capacity-building programs of SEAMEO
INNOTECH in general, and its e-learning programs in particular. Development
of this Competency Framework for Southeast Asian Teachers of the 21st Century
was undertaken by SEAMEO INNOTECHs Solutions Development Unit
(SDU) using a technique called Developing a Curriculum or DACUM.
A DACUM is an approach to occupational analysis and curriculum development
that was initially developed for Canadian vocational education and training. It
involves chosen experts from the occupational area under review. In this case, the
experts on teacher education were tasked to participate in a DACUM workshop.
The experts were tasked to participate in a series of brainstorming sessions and
group discussions. The final competency framework output of the two-day experts
meeting was subjected to validation, verification and subsequent refinement
involving all 11 SEAMEO member MOEs to reach a consensus among MOEs
regarding the framework.
The general areas of competencies teachers in the 21st century identified as part
of the Competency Framework include:
1. Facilitating the development of learners life and career skills
2. Creating a conducive learning environment
3. Facilitating learning
4. Preparing appropriate lesson plans in line with the school vision and mission
5. Developing higher order thinking skills (HOTS)
6. Developing and utilizing teaching and learning resources
7. Enhancing ethical and moral values
8. Assessing and evaluating learner performance
9. Engaging in professional development
10. Networking with stakeholders especially with parents
11. Managing student welfare and other tasks
To determine the final list of competencies of teachers in Southeast Asian
countries, the draft competency framework was sent out for a first round of
validation survey using a modified Delphi process. The results of the first round
of validation was circulated to all the experts for another review. A second round
of survey was done with the MOEs of all 11 Southeast Asian countries. The
validation process also required MOEs to rank the listed general and enabling
competencies according to three (3) criteria: 1) importance of the competencies
to SEA teachers; 2) frequency of use by SEA teachers; and 3) degrees of training
needed by teachers. This data will be used by SEAMEO INNOTECH as part of
its training needs assessment input to design its face-to-face and e-learning course
for SEA teachers. The two validation activities led to the development of the Final
Competency Framework for Southeast Asian teachers of the 21st Century (See
Annex B).
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Part VII
Summary, Conclusions, and
Recommendations
Over the last decade, much has been invested in teaching standards, teacher
professional development, and competency standards development. In order
to determine the major strands of teaching standards, a two-day workshop was
convened by the SEAMEO INNOTECH Research Studies Unit with experts
from the region. The workshop was held back-to-back with the SIREP DACUM
Workshop (Developing a Curriculum Workshop) on the Development of the
Competency Framework for Southeast Asian Teachers of the 21st Century,
conducted by the Solutions Development Unit of SEAMEO INNOTECH.
Summary
This report primarily focuses on identifying attributes of competent teachers
in Southeast Asia as well as how teaching competency standards are developed,
assessed, and monitored. It highlights trends in developing teaching competency
standards and has come up with a framework for common teaching competencies
in Southeast Asia.
This report can help the countries in Southeast Asia who are still in the process
of developing their own teaching competency standards. It provides country-level
data for better understanding and benchmarking.
This report found that there exists a common framework for teaching competency
standards in the region. This includes professional knowledge, professional practice,
professional engagement, and professional and personal values. It is important
that the countries in the region have some areas of convergence when it comes to
teaching competence.
From the two SIREP workshops, the research came up with the following
major outputs: 1) Regional Strands/Domains of Teaching Competency Standards
in the Southeast Asian countries; 2) Common Approaches in Developing Teaching
Competency Standards; and 3) Competency Framework for Southeast Asian
Teachers of the 21st Century.
1. Regional Domains/Strands of Teaching Competency Standards
The research resulted in the identification of common domains of teaching
standards for Southeast Asia, namely:

Professional knowledge refers to the mastery of content and methodology

for teaching
Professional skills refers to pedagogies, classroom management, and

learner assessment
Professional characteristics refers to personal traits such as being

responsible, punctual, etc.
Professional/ personal ethical standards and values refers to moral, good

role model, etc.
Professional development and lifelong learning refers to participation in

professional teacher organizations and activities, demonstrates a desire to
enhance the teaching profession, etc.
See Figure 2 for the regional strands/domains of teaching competency standards.

Based on the discussion of experts and the validation, Southeast Asian teachers
are generally expected to demonstrate all these professional competencies. The
comparisons make clear that teaching competency standards are adopted in
several ways, and that common strands exist. This is shown in Table 8 on page 77.
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Figure 2. Major Strands of Teaching Competency Standards in Southeast Asia
A set of trends in the region can be gleaned from the wealth of data on teaching
competencies. The database of teaching competencies generated by this research
study will be able to provide inputs for capacity building, training orientation
policy development, regional cooperation programs on teaching competence, and
exchanges and research leading to the revision and enhancement of curricula.
Moreover, the research revealed that the Southeast Asian countries have
points of convergence when it comes to indicators of teaching competencies. The
Southeast Asian teachers are expected to possess:

professional knowledge (refers to teachers pedagogical knowledge)
content knowledge
technological knowledge
lesson planning skills
curriculum design skills
awareness of school policies
knowledge of principles of learning
awareness of laws and legislations on education
knowledge of their schools vision and mission
knowledge of child psychology, and awareness of required standards.
Table 8. Major Strands/Domains of Teaching Competency Standards in

Southeast Asia
Country
Major Strands of Teaching Competency Standards
Brunei Darussalam
Professional knowledge
Professional practice
Professional engagement and values
Cambodia
Knowledge
Practice
Learning
Ethics
Indonesia
Pedagogical competence
Personal competence
Professional competence
Social competence
Lao PDR
Characteristics and professional ethics

Knowledge of children
Subject knowledge and practical teaching wisdom
Malaysia
Professional teaching values

Knowledge and comprehension
Teaching and learning skills
Myanmar
(Myanmars country paper and presentation did not give specific information on the teaching competency standards in the country.)
Philippines
Social regard for learning

Learning environment
Diversity of learners
Curriculum
Planning, assessing, and reporting
Community linkages
Personal growth and professional development
Singapore
Cultivating knowledge
Winning hearts and minds
Knowing oneself and others
Working with others
Thailand
Professional competence
Knowledge
Experience
Personal competence
Timor-Leste
Language
Technical knowledge
Teaching and learning
Professionalism
Vietnam
Knowledge
Teaching competence
Presentation competence
Classroom management competence
The Southeast Asian teachers are generally expected to have positive

characteristics that include respecting cultural diversity, encouraging equality,
being considerate, demonstrating positive attitudes, demonstrating a passion for
excellence, and demonstrating social awareness and selflessness.
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Some of the professional values that should be imbibed by a Southeast Asian

teacher include being respectful, law-abiding, understanding, consistent, emphatic,
open-minded, humble, forgiving, morally upright, non-discriminating, humane,
patient, dynamic, and enthusiastic.
2. Common Approaches in Developing Teaching Competency Standards
From the regional workshop, the experts from Southeast Asian countries
shared common approaches utilized in developing and finalizing their teaching
competency standards. The following phases were observed and noted.
Phase I B enchmarking with Developed Economies
Countries in the region commonly start their development of teaching
competency standards by conducting reviews of best practices in different countries.
Some engaged foreign consultants to provide advice and technical inputs.
Phase II Creating a Team/Technical Working Group/Pool of Experts at the Ministry
Level
A team is then designated to develop teaching competency standards by
drafting performance standards and developing a teaching competency standards
framework. Some countries sought the help of experts from developed economies.
Their bases for the standards are often their national education laws, codes of
professional practices, and experts advice.
Phase III Pi lot Testing of the First Draft of Teaching Competency Standards
Almost all the countries underwent a pilot test of their first drafts of Teaching
Competency Standards. These drafts were presented to several stakeholders and
subjected to reviews. Qualitative procedures such as focus group discussions,
interviews, and extensive consultations or public hearing activities were also held.
Phase IV Rollout and Full Implementation of National Teaching Competency Standards
Six countries in Southeast Asia have already rolled out teaching competency
standards. The remaining five are still in Phase III of the implementation framework.
Teachers were given guides, manuals, and compact discs to better understand their
countrys teaching competency standards.
Phase V Monitoring and Reviews
Some of the countries that are already implementing teaching competency
standards conduct audits, reviews, and monitoring activities using various
observation techniques, survey instruments, and consultation meetings. Most

countries link teaching competency standards with rewards for good teaching
performance and teacher training for those who need to enhance their competence.
Teachers utilize their own improvement plans where areas for capacity building
are noted. Summaries of the teachers training needs based on the competency
standards are then compiled, collected, reported, and given appropriate budgets.
3. Competency Framework for Southeast Asian Teachers of 21st Century
The common core competencies identified in this research have been fleshed
out in another SEAMEO INNOTECH SIREP project into a Competency
Framework for Southeast Asian Teachers of the 21st Century incorporating
general competency areas and the units of elements of enabling competencies. This
framework has been validated by the 11 SEAMEO members MOEs. It will serve
as a guide to SEAMEO INNOTECH and MOEs as they design and develop
capacity-building programs for teachers and teacher training institutions in the
region.
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Conclusions and Recommendations

The main gaps and issues for policy action identified by the study include the
following:
One crucial gap is the absence of nationally-recognized teaching standards in
some countries in the region. About half of the countries in the region are
currently engaged in the development of teaching standards, while half are
well on their way to implementing the national teaching standards. SEAMEO
is well positioned to take the lead in providing a platform for facilitating
collaboration between and among countries to develop, implement, and
improve the monitoring and evaluation of teaching standards.

The experience of some countries with teaching standards has yet to be fully
documented and it is difficult to assess the extent to which national teaching
competency standards have been implemented and institutionalized. The
Southeast Asian countries must assess the lessons learned and the challenges
they faced in developing the national teaching standards, and give more policy
attention to the gaps identified. Other countries can gain insights from the
lessons learned to guide them in the planning, development, implementation,
and monitoring and evaluation of their own national teaching standards.
Relatively little is known about the overall impact of national teaching standards
on educational performance of students, specifically performance in national
achievement tests or exit examinations. Research and evaluation are required
to highlight correlations of teaching standards and good practices with student
achievement and student learning outcomes.
The issue of how to develop teaching standards has been a concern for many
countries. Some would like to benchmark with developed countries to expedite
the development and adoption of national competency-based teaching
standards. The various policies and models of completed national teaching
standards will support more effective approaches in other countries in the
region by way of benchmarking and complementation of efforts.
The identified regional core teaching competency areas in the study are an
important milestone in this study. There is a need for countries to support
the acquisition of regional teaching competencies by Southeast Asian School
Teachers as identified in the study. This will promote professionalization of
Southeast Asian teachers and encourage regional standards of teaching.
Although the study has identified a set of common teaching competency

standards for Southeast Asian teachers, the performance indicators and measures
of verification for each of the general and enabling competencies have yet to be
fleshed out. This could be the focus of a future SEAMEO INNOTECH SIREP
research project. Moreover, based on the results of the study, the following areas for
future researches are recommended:

Recommendation 1 Development of comparative statistical profiles

of Southeast Asian teachers, which include teachers education profiles,
workloads, hours, class sizes, employment conditions, capacity-building
activities, professional development activities, and participation in school- and
community-level concerns.
Recommendation 2 A survey of qualifications in the region, focusing on

tertiary qualifications, pre-service requirements, and professional training and
other requirements used in assessing teachers.
Recommendation 3 Future research studies should be conducted to

investigate the demographic composition of teaching forces across the region
looking further at the match between pre-service and in-service requirements,
and the teaching salary expenditure per student.

Recommendation 4 A policy review of the teacher professional development

policy is suggested, with emphasis on areas of collaboration, identifying the
strengths of countries in terms of offering regular capacity development
programs.
Recommendation 5 Within SEAMEO, there is a need to institutionalize

the conduct of study visits, benchmarking missions, and secondment programs
for MOE personnel. This will help MOEs to further enhance their capacity to
develop and implement their teaching competency standards.

Recommendation 6 A teaching competency profiling study is suggested

to determine the level of alignment of teachers in Southeast Asia with the
competencies of the SEAMEO INNOTECH SEA Competency Framework
for Teachers of the 21st Century. The study should seek to identify key
competency gaps among existing Southeast Asian teachers and recommend
strategies on how these gaps might be addressed.
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Annex A
SurvEy inStrumEnt
85
86
Part i: ElEmEntS of tEaching comPEtEncE

1. What skills should a competent teacher in your country possess? Please check the statements that
correspond to the competencies that a teacher should possess to be considered competent in your
country. (Multiple responses are allowed.)
Pedagogical skills

Selects/States long-term goals and short-term measurable objectives based on a prescribed

national and/or school curriculum
Uses creative and innovative instructional strategies that are appropriate to a lessons objectives
and students abilities, interests, and learning styles
Selects and uses appropriate resources and available technologies when teaching to suit students
abilities, interests, and learning styles
States the objectives of lessons and skills that the students need to master in relation to past and
future lessons
Gives concise but clear directions for students to follow
Explains concepts, terms, vocabulary, and principles related to lessons clearly and provides
examples when necessary
Provides guided practice when necessary and review at appropriate intervals of time
Uses up-to-date and accurate information in teaching lessons
Other competencies related to pedagogical skills, please specify.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Assessment of student performance

Checks students understanding, processes, and products by asking comprehension questions

and requiring practical application of skills
Measures students progress systematically using a variety of appropriate assessment methods

and instruments
Provides feedback about students performance and making specific recommendations for
improvement
Uses assessment results to determine if objectives were met and/or if re-teaching is necessary
Other competencies related to assessment of student performance, please specify.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Classroom management

Promptly begins instruction and completes non-instructional duties with minimal loss of
instruction time
Efficiently manages student behavior by ensuring that students obey classroom rules and
procedures cooperatively and anticipating conditions that can lead to conflict and using
appropriate intervention strategies
Encourages active and ensures equitable student participation by varying roles in the instructional
process (facilitator, coach, or audience) in relation to the content and purpose of instruction
Establishes and maintains timelines for task completion and standards for consistency,
correctness, neatness, and form
Demonstrates respect and consideration for all students and provides constructive criticism
when necessary
Maintains a physical environment conducive to learning within the limitations of available

facilities
Communicates clearly, correctly, and coherently
Other competencies related to classroom management, please specify.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Professionalism/Professional development

Participates in professional organizations to improve knowledge and enhance skills
Provides leadership in identifying and resolving issues and problems facing education (local,
national, and regional)
87
88
Completes assigned tasks on time and adheres to local personnel policies and procedures
Adheres to written local and national policies and laws and regulations
Exhibits professionalism with peers, administrators, and parents/guardians by demonstrating

respect and consideration for and interest in those whom he/she interacts with
Promotes cooperation between parents/guardians and the school and the community
Other competencies related to professionalism/professional development, please specify.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. Are there other competencies that a teacher should possess? Please specify.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Part ii: DEtErmining tEaching comPEtEncy StanDarDS

1. How are the standards covering teaching competencies developed in your country? Please specify.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Which of the following processes were used to implement teaching competency standards in your
country? Please check the statements that correspond to your answers. (Multiple responses are
allowed.)

Policy directives from the education ministry
Consultations with key experts/officials
Laws/Issuances from the national government
Others, please specify.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Part iii: Policy SuPPort for tEaching comPEtEncy StanDarDS

1. Are there policies being implemented in your country to promote the use of competency-based
teaching standards? Please check the statement that corresponds to your answer.

Yes
No
If yes, please specify.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Part iv: imPlEmEntation of tEaching comPEtEncy StanDarDS

1. How do teachers perceive the implementation of competency-based teaching standards? Please
check the statement that corresponds to your answer.

Positively; they are in favor of implementing competency-based teaching standards.
Negatively; they are not in favor of implementing competency-based teaching standards.

Please explain your answer.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. How are teachers informed/orientated about your countrys teaching competency standards? Please
check the statements that correspond to your answers. (Multiple responses are allowed.)
89
90
Training/Workshops
Mentoring/Coaching
Policy directives
Information, education, and communication materials (letters, brochures, information kits, or

handbooks/guidebooks)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Part v: monitoring anD aSSESSmEnt of comPEtEncy-BaSED

tEaching StanDarDS
1. How are teaching competency standards used to check each teachers performance? Please specify.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. How often does such assessment take place? Please check the box for the statement that corresponds
to your answer.

Annually
Biannually
Monthly
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. How are performing teachers rewarded in your country? Please specify.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Annex B
comPEtEncy framEWork for SouthEaSt aSian

tEachErS for thE 21St cEntury
91
92
Annex B: Finalized Competency Framework for Southeast Asian

Teachers of the 21st Century
General Areas of
Responsibility/
Competency
Specific Tasks/ Competencies
Facilitating
the
development
of learners
life and career
skills
A.1 Equip
oneself with
knowledge,
skills,
attitudes and
values of the
21st century
A.2 Facilitate
development
of students
Learning
to Know
knowledge,
skills, attitudes
and values
A.3 Facilitate
development
of students
Learning to Do
knowledge,
skills, attitudes
and values
A.4 Facilitate
development
of students
Learning to Be
knowledge,
skills, attitudes
and values
(e.g. emotional
intelligence)
A.5 Facilitate
development
of students
Learning to
Live Together
knowledge,
skills, attitudes
and values
A.6 Assess
students
knowledge,
skills, values
and attitudes on
the 4 pillars of
education
Facilitating
learning
B.1 Acquire
mastery of
subject matter
B.2 Employ
strategies
that cater
to students
learning styles
and to elicit
active learning
B.3
Communicate
at learners
level
B.4 Promote
students
participation and
collaboration
B.5 Apply
questioning
and reacting
skills
B.6 Integrate
HOTS in the
lesson
B.7
Contextualize
teaching to
local situations
B.8 Manage
classroom
activities
Preparing
appropriate
lesson plans
in line with
the school
vision and
mission
C.1 Assess
existing
learning
needs
C.2 Formulate
specific
learning
objectives
incorporating
knowledge,
skills, attitudes
and values, if
applicable
C.3 Prepare
lesson plan
based on
syllabus and
time frame
C.4 Consider
diversity of
learners in
preparing lesson
plans
C.5 Select
the right
methodologies
according to
subjects and
learners level
C.6 Determine
appropriate
learning
resources
available for
teaching and
learning
C.7 Construct
appropriate
assessment
measures
C.8 Utilize
results of
learner
assessment
and teachers
reflection in
developing
lesson plans
Creating a
conducive
learning
environment
D.1 Foster a
safe, clean
and orderly
learning
environment
D.2 Promote
a caring and
learningfriendly
environment
D.3 Motivate
active learning
D.4 Foster an
understanding
to maintain a
high standard
of learning
performance
D.5 Respect
diversity of
learners
D.6 Maintain
a collaborative
learning
environment
Developing
and utilizing
teaching
and learning
resources
E.1 Acquire
knowledge
and skills
in the use
of teaching
and learning
resources
E.2 Develop
teaching
and learning
resources
appropriate for
the lesson
E.3 Utilize
appropriate
teaching
and learning
resources for
the lesson
E.4 Integrate
use of ICT in
teaching and
learning
E.5 Monitor
and evaluate
the use of
teaching
and learning
resources
Developing
higher order
thinking skills
(HOTS)
F.1 Equip
oneself
with HOTS
concepts and
strategies
F.2 Develop
HOTS in
learners
F.2.1 Develop
creativity
F.2.2 Develop
critical thinking
skills
F.2.3 Develop
logical
reasoning skills
F.3 Strengthen
HOTS in
learners
F.4 Assess
HOTS of
learners
F.2.4 Develop
problem solving
& decisionmaking skills
General Areas of
Responsibility/
Competency
Specific Tasks/ Competencies
Enhancing
ethical and
moral values
G.1
Internalize
teachers
professional
code of ethics
as specified
in ones
country
G.2 Uphold and

model teachers
professional
code of ethics
G.3 Educate
learners and
co-teachers
with ethics and
moral values
Assessing and
evaluating
learner
performance
H.1 Acquire
knowledge
and skills
on testing,
assessment
and
evaluation
(e.g.,
authentic
& portfolio
assessment)
H.2 Develop
formative and
summative
assessment
tools
H.3 Assess
students
learning using
different and
appropriate
assessment
tools
H.4 Utilize
assessment
results
Engaging in
professional
development
I.1 Conduct
development
needs
analysis
I.2 Prepare
ones
professional
development
plan
I.3 Engage in
professional
development
I.4 Reflect on
the relevance
of professional
development
undertaken
Networking
with
stakeholders
especially
with parents
J.1 Enhance
public
relation skills
J.2 Develop
partnership
with parents
and other
stakeholders
J.3 Share the

responsibility
of educating
students with
the community
J.4 Participate
actively in
socio-civic
events of the
community
Managing
students
welfare and
other tasks
K.1 Provide
guidance and
counseling
support
K.2 Develop
counseling and
disciplinary
skills
K.3 Organize
and advocate
social and
extracurricular
activities
K.4 Attend
to learners
emergency cases
SEAMEO INNOTECH
Copyright 2009 by SEAMEO INNOTECH
All rights reserved. Published 2009
Printed in the Philippines
I.5 Apply,
share and
disseminate
new knowledge
and skills
gained from
professional
development
activities,
study visits
and exchange
programs
K.5 Perform
administrative
work
I.6 Mentor/
coach novice/
student teachers
I.7 Assess the

impact of
professional
development
activities
93

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TEACHI

REGIONAL EDUCATION PROJECT SERIES

in Southeast Asian Countries:

Philippine Copyright 2010

Part I: The Project at a Glance

Part II: Attributes of a Competent Teacher in Southeast Asia

Part III: Policies and Process for Developing Teaching Competency

Part IV: Assessment and Monitoring of Teaching Competency Standards in

Rewards and Incentives for Performing Teachers

Part VI: Competency Framework of Southeast Asian Countries

Part VII: Summary, Conclusions, and Recommendations

List of Figures and Tables

Teaching Competency Standards in Southeast Asian Countries: Eleven Country Audit

Habibah BTE Sion

Daw Myint Myint

Ma. Christine P. Tambyah

Teaching Competency Standards in Southeast Asian Countries: Eleven Country Audit

Acronyms and Abbreviations

Alternative Learning System

Association of Southeast Asian Nations

Commission on Higher Education

Civil Service Commission

District Education Bureau

Department of Educational Planning and

Department of Teacher Education

Educational Development Master Plan

Enhanced Performance Management System

Information and Communication Technology

Individual Plan for Professional Development

Licensure Examination for Teachers

Local Government Unit

Ministry of Education and Training

Ministry of Education, Youth, and Sports

Ministry of National Education

Malaysian Qualifications Agency

National Competency-Based Teacher Standards

National Charter of Teacher Competencies

National Education Standards Board

Peoples Democratic Republic

Professional Regulation Commission

Research Studies Unit

Southeast Asian Ministers of Education

Southeast Asian Ministers of Education

Teaching Competency Standards in Southeast Asian Countries: Eleven Country Audit

Southeast Asian Ministers of Education

SEAMEO INNOTECH Regional Education

New Education System of the Twenty-First

Training and Development Agency

Teacher Education Council

Teacher Education Division

Teacher Education and Development Program

Teacher Education Institution

Teacher Education Strategy, 20062015 and

Teacher Induction Program

Teacher Strengths and Needs Assessment

United Nations Development Programme

United Nations Educational, Scientific, and

United Nations Childrens Fund

Teaching Competency Standards in Southeast Asian Countries: Eleven Country Audit

his report focuses on the status of development, implementation, and

Teaching Competency Standards in Southeast Asian Countries: Eleven Country Audit

Professional knowledge refers to the mastery of content and methodology for